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Journal articles on the topic "Information technology Employees Training of Computer-assisted instruction"
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Rijal, Muhammad Saifur, and Nida Anisatus Sholihah. "Penerapan Sistem E-Learning untuk Meningkatkan Produktifitas Kerja Karyawan di Era Pandemi Covid-19." Jurnal Pendidikan dan Kewirausahaan 10, no. 1 (January 11, 2022): 254–66. http://dx.doi.org/10.47668/pkwu.v10i1.354.
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E-learning is a training and development delivery system for online education. This system is advantageous in terms of the speed of memory, and the data manipulation capabilities of the computer for greater flexibility in instructions. The purpose of this study are: i) To determine the process of implementing E-learning to increase employee productivity in the Covid-19 pandemic at PT. Asia Talenta Manajemen; ii) To explain E-learning system to increase employee productivity in the Covid-19 pandemic at PT. Asia Talenta Manajemen; iii) To find out the obstacles and constraints obtained from the E-learning system. This research takes a qualitative descriptive approach. The population in this study were all employees of PT. Asia Talenta Manajemen, amounting to 50 people. The sample in this study used the nonprobability sampling method, which is a sampling technique that does not provide equal opportunities for each element or member of the population to be selected as samples, using a purposive sampling approach. The results showed that: (i) E-learning process which is applied at PT. Asia Talenta Manajemen Tangerang provides information or flow that is quite clear and understandable to participants through a fairly long but regular process that is easily understood by employees or E-learning participants. (ii) PT. Asia Talenta Manajemen Tangerang tends to have a positive impact on employees or participants who are involved in training carried out by means of E-learning because participants or employees can implement the skills they have acquired in the available forums as well as in their respective work lines, according to the material presented obtained. (iii) Obstacles and challenges that are obtained from the E-learning system depend on the participants themselves, the participants cannot fulfil the deadline that has been determined, for example, it has been determined that the deadline is one month but the participants cannot fulfil it for up to one year.
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Nugroho, Muhammad Fajar, and Suswanta Suswanta. "KENDALA PELAKSANAAN DAN UPAYA PENANGANAN WORK FROM HOME /WFH DI BAPPEDA KABUPATEN GUNUNGKIDUL." Jurnal Ilmu Administrasi: Media Pengembangan Ilmu dan Praktek Administrasi 17, no. 2 (December 21, 2020): 221–41. http://dx.doi.org/10.31113/jia.v17i2.590.
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The Covid-19 pandemic prompted the Government to issue instructions for social distancing to cut Coronavirus infection. The social distancing policy for ASN is carried out by limiting working hours and working from home (WFH) while still paying attention to government public services' sustainability. This is a solution to break the chain of the spread of the increasingly widespread Covid-19 outbreak. However, to realize available services are maintained and can run well, it is necessary to carry out HR management in implementing WFH by considering the various obstacles faced. Furthermore, this study aims to identify the barriers and efforts to overcome them in implementing WFH during the Covid-19 emergency. The research was conducted on all 50 employees / ASN Bappeda Gunungkidul Regency. The results of this study indicate that five aspects become the main obstacles in implementing WFH, namely elements of the availability of computers and internet networks, details of the ability to master information technology, factors of HR governance regulations, parts of organizational culture, and aspects of performance appraisal. Meanwhile, efforts that can be made to improve the implementation of WFH can be carried out by implementing one man one computer, conducting IT training and employee mentoring, compiling workbook-based HR governance, work contracts, and SPIP (Government Internal Supervision System), improving culture. Progressive organizations, as well as improving work performance-based employee performance appraisals.
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Zhu, Lijin. "Computer Vision-Driven Evaluation System for Assisted Decision-Making in Sports Training." Wireless Communications and Mobile Computing 2021 (August 26, 2021): 1–7. http://dx.doi.org/10.1155/2021/1865538.
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Computer vision has become a fast-developing technology in the field of artificial intelligence, and its application fields are also expanding, thanks to the rapid development of deep learning. It will be of great practical value if it is combined with sports. When a traditional exercise assistance system is introduced into sports training, the athlete’s training information can be obtained by monitoring the exercise process through sensors and other equipment, which can assist the athlete in retrospectively analyzing the technical actions. However, the traditional system must be equipped with multiple sensor devices, and the exercise information provided must be accurate. This paper proposes a motion assistance evaluation system based on deep learning algorithms for human posture recognition. The system is divided into three sections: a standard motion database, auxiliary instruction, and overall evaluation. The standard motion database can be customized by the system user, and the auxiliary teaching system can be integrated. The user’s actions are compared to the standard actions and intuitively displayed to the trainers as data. The system’s overall evaluation component can recognize and display video files, giving trainers an intelligent training platform. Simulator tests are also available. It also demonstrates the efficacy of the algorithm used in this paper.
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Wang, Meng, and Tong Zang. "Research on Intelligent Sports Training System for Golf Based on Body Sense Recognition." Computational Intelligence and Neuroscience 2022 (May 29, 2022): 1–7. http://dx.doi.org/10.1155/2022/8168396.
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In recent years, significant advances in the development of computer vision technology have produced many platforms and systems that combine computer technology and sports-assisted training, including intelligent systems that are integrated with golf training and instruction. However, the existing intelligent systems for golf-assisted teaching usually use three-dimensional depth information, which will significantly increase the cost of intelligent systems. In this paper, the extraction of golf club slope is carried out on the basis of golf sport video capture using a common monocular camera in order to match the club slope information with the professional coach swing video information. At the same time, in order to facilitate the interframe matching, the joint point information is complemented using the projection approximation point algorithm, and the segmentation of the swing video is performed using the complemented human hand joints and the fixed characteristics of the golf swing. Then, in order to solve the problem that human joints will have the same joint angle under different movements, the human limb joint angles are defined and then the swing movements in the user video frames are evaluated.
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Saba, Farhad, and David Twitchell. "Integrated Services Digital Networks: How it Can Be Used for Distance Education." Journal of Educational Technology Systems 17, no. 1 (September 1988): 15–25. http://dx.doi.org/10.2190/4axa-cgn6-dm21-1ap7.
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Integrated Services Digital Networks (ISDN) is an emerging telecommunications technology that will affect how distance education is designed, developed, and presented. Combined with integrated desktop workstations, it will put voice, text, and video telecommunications at the fingertips of educators and learners. Appropriate use of ISDN for distance education and training depends on the development of a conceptual scheme to integrate models from several closely related areas such as integrated information systems, educational broadcasting, computer assisted instruction, and distance education. In a project funded by Northern Telecom Inc., faculty and students of the Department of Educational Technology at San Diego State University are presently involved in evaluating an integrated telecommunications system and developing an integrated model of distance education.
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Izquierdo, Jesús, María del Carmen Sandoval Caraveo, Verónika De la Cruz Villegas, and Rubén Zapata Díaz. "University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic." Íkala 26, no. 3 (September 11, 2021): 661–95. http://dx.doi.org/10.17533/udea.ikala.v26n3a11.
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This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.
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Wiwin, Darwin, Utami Widiati Utami, and Tarisman Taris. "Digital Media and Its Implication in Promoting Students’ Autonomous Learning." JET (Journal of English Teaching) 8, no. 1 (February 20, 2022): 97–106. http://dx.doi.org/10.33541/jet.v8i1.3284.
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Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills independently. This research aimed to present meaningful information for the readers about the effectiveness of digital technology in promoting students' autonomous learning by answering the two research questions; what kinds of digital technology's characteristics, and which digital technology condition effectively promotes students' autonomous learning. The Systematical Literature Review includes seven articles selected from 19 articles in Google scholar, 1.215 articles in Science direct, and four articles in Sinta (1, 2, 3, 4, 5, and 6). The reviewed articles indicated seven apps; Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Quizlet, Socrative, Sli-do, and Three-Dimensional (3D). The virtual environments allow students to promote their autonomous learning in such conditions as long-distance learning, classroom learning activities, and self-training activities.
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Sunny, Justin, V. Madhusudanan Pillai, Hiran V. Nath, Kenil Shah, Prajwal Pandurang Ghoradkar, Manu Jose Philip, and Malhar Shirswar. "Blockchain-enabled beer game: a software tool for familiarizing the application of blockchain in supply chain management." Industrial Management & Data Systems 122, no. 4 (April 4, 2022): 1025–55. http://dx.doi.org/10.1108/imds-10-2021-0609.
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PurposeThis paper aims to introduce, conceptualize and demonstrate a software tool named “Blockchain-Enabled Beer Game” (BEBG) for familiarizing the application of blockchain in inventory management, one of the critical components of supply chain management.Design/methodology/approachThis paper follows a methodology of design-based research and develops a software tool in the form of a role-play simulation game. The proposed game adopts the theme of the traditional beer distribution game to establish a blockchain-enabled scenario for inventory management. A decentralized application (DApp) was prototyped on the Ethereum blockchain to demonstrate the tool.FindingsThe proposed software tool is effective in teaching and training the application of blockchain in inventory management. While interacting with BEBG, players witness how each inventory-related transaction gets secured with blockchain. A basic understanding of the fundamentals of blockchain is a prerequisite for using this tool. BEBG is not self-explanatory, and an instructor is essential for assisting the players.Originality/valueSoftware tools currently available to familiarize with blockchain technology cannot convey its practical applications. Addressing this gap, BEBG allows the users to experience the application of blockchain in inventory management. Academic institutions, especially business schools, can use this tool to teach the students the practical use of blockchain technology. Industries can adopt BEBG for training the employees. The research community can devise BEBG to infer the impact of blockchain in supply chain management.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprs-archives-xli-b6-45-2016.
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Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
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Vyas, Anjana, and Gerhard König. "E-LEARNING IN PHOTOGRAMMETRY, REMOTE SENSING AND SPATIAL INFORMATION SCIENCE." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLI-B6 (June 17, 2016): 45–52. http://dx.doi.org/10.5194/isprsarchives-xli-b6-45-2016.
Full textAbstract:
Science and technology are evolving leaps and bounds. The advancements in GI-Science for natural and built environment helps in improving the quality of life. Learning through education and training needs to be at par with those advancements, which plays a vital role in utilization of technology. New technologies that creates new opportunities have enabled Geomatics to broaden the horizon (skills and competencies). Government policies and decisions support the use of geospatial science in various sectors of governance. Mapping, Land management, Urban planning, Environmental planning, Industrialization are some of the areas where the geomatics has become a baseline for decision making at national level. There is a need to bridge the gap between developments in geospatial science and its utilization and implementation. To prepare a framework for standardisation it is important to understand the theories of education and prevailing practices, with articulate goals exploring variety of teaching techniques. <br><br> E-Learning is an erudition practice shaped for facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources through digital and network-enabled technology. It is a shift from traditional education or training to ICT-based flexible and collaborative learning based on the community of learners, academia, professionals, experts and facilitators. Developments in e-learning is focussed on computer assisted learning which has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place (Means et al, 2009). With the advent of the geo-spatial technology, fast development in the software and hardware, the demand for skilled manpower is increasing and the need is for training, education, research and dissemination. It suggests inter-organisational cooperation between academia, industry, government and international collaboration. There is a nascent need to adopt multi-specialisation approach to examine the issues and challenges of research in such a valued topic of education and training in multi-disciplinary areas. Learning involve a change in an individual's knowledge, ability to perform a skill, participate and communicate. There is considerable variation among the theories about the nature of this change. This paper derives from a scientific research grant received from ISPRS, reveals a summary result from assessing various theories and methods of evaluation of learning through education, system and structure of it for GeoInformatics.
Dissertations / Theses on the topic "Information technology Employees Training of Computer-assisted instruction"
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Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.
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Hu, Xinyun, and 胡馨允. "Pre-service teachers' information communication technology (ICT) adoption in preschool settings in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/211030.
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Teacher education programmes are expected to prepare pre-service teachers (PSTs) to use Information and Communication Technology (ICT) in their future teaching and learning practice. However, whether and how PSTs actually integrate ICT in their teaching practice is influenced by many other factors in addition to their own personal background and educational exposure. This study investigates the technologies used and the kind of ICT-related pedagogical approaches adopted by PSTs’ teaching practicum, and to examine how these are influenced by school-level and personal-level factors.
Fifteen PSTs assigned in the same teaching practicum group were selected as the focal subjects for this study. The methodological approach taken in this research was multiple case studies, involving in-depth data collection through surveys, interviews, observations and document analysis during various stages of the PSTs’ in seven preschools over two semesters. Findings reveal three pedagogical approaches adopted by the PSTs: 1) teacher-initiated and teacher-directed, 2) teacher-initiated and children-directed, and 3) children-initiated and children-directed. The most frequent pedagogical approach overall was teacher-directed approach. The adoption of children-directed activities was much lower, and children-initiated activities were very infrequent. Similar patterns were found in ICT-related learning activities: a majority of these were initiated and directed by PSTs and only limited opportunities for children to direct the use of ICT. No ICT was used in children-initiated activities.
Further analyses reveal that school-level conditions were important in influencing PSTs’ decision-making in relation to ICT use. These conditions include: nature of the curriculum adopted by the school, ICT access, and the mentor teachers’ pedagogical use of ICT. In schools with a greater understanding and adoption of children-centred approaches, PSTs had more opportunities to involve children in using ICT in teacher-initiated and children-directed activities. In structured teacher-centred classrooms, PSTs follow their mentor teacher’s use of ICT, mainly in teacher-initiated and teacher-directed approach. It is found that the mentor teacher played a very important role in demonstrating the pedagogical use of ICT.
The study found that personal conditions such as the PSTs’ self-reported personal use of ICT and their competence in using ICT also affected how they used ICT in their practice. While the PSTs had similar ways of using ICT for their own personal activities, they varied in the confidence and competence in pedagogical use of ICT. They all felt confident in using ICT to prepare and present visual learning resources, but were less confident in preparing lessons that involve the use of ICT by children, and even less confident in guiding children’s use of ICT.
These findings suggest that in order for teacher education programmes to effectively prepare PSTs for ICT integration, mutual understanding and collaboration with practicum schools and mentor teachers are important. Teacher educators and teacher education institutions are only part of the education ecosystem. Aligned vision and efforts involving policy makers and school leaders at the system and school levels are necessary to create the appropriate conditions for mentor teachers to support PSTs in exploring innovative ways of using ICT in early childhood education.published_or_final_version
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Doctor of Education
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Lau, Shiu-kwong, and 劉少光. "Staff development and information technology in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29616852.
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Leung, Ching Candy, and 梁靜. "An analysis of the use of information technology in the provision of education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31966585.
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Wyngaard, Joanne. "The role of technology in the teaching, training and learning of hospitality students." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2363.
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Thesis (MTech (Tourism))--Cape Peninsula University of Technology, 2016.This study investigated the role of ICT in the teaching, training and learning of hospitality students at The International Hotel School (IHS), and was conducted in the form of a case study based on the teaching, training and learning techniques used at the three campuses of The International Hotel School (IHS) in South Africa, and involved purposive and stratified random sampling. It was conducted over an 18 month period, using survey questionnaires, focus group discussions, and interviews. The researcher had, over a considerable period while in the classroom, observed a trend by students to increasingly use the internet to source information while studying, rather than spending time in a classroom being taught the required information. Based on observations of how students chose to learn, the researcher also deduced that there needed to be a shift from traditional face to face teaching and learning in a classroom environment, in order to accommodate the changing learning needs of students. The aim of the research was thus to define the role of ICT within hospitality studies at the IHS and gauge the impact of teaching, training and learning on the current hospitality curriculum, as well as the long- term initiatives within the hospitality field. A sub-objective was to enhance the learning process of students by making use of ICT to assist the learning process and make the learning material more interactive. This would assist both the student and the lecturer. The findings, based on the responses from students and academic staff at the Cape Town Campus of the IHS, and the interviews and focus group discussions with all IHS staff suggest the recognition for a move to the use of ICT’s in the formal educational process at the IHS. The results of the study lead to the recommendations for a change towards the role of ICT in the teaching and learning process.
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Lawson, Cheryl L. "A Change Agent in the Use of Continuing Online Distance Learning Technology." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc11027/.
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Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.
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Swigert, Silvia. "Computer learning motivation and indicators of computer skill in employee populations." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/984.
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Adams, Leinadu. "An investigation of the attitudes of South African Police Service management with respect to the viability of computer-assisted training in the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1410.
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The South African Police Service (SAPS) as a constituent part of the public service was established to deliver a specific category of services to the public. These services have to conform to requirements that are prescribed by various legislative provisions to promote effective and efficient delivery of public services. The implications of these provisions that are pursued by the study firstly, refer to the emphasis of government on the enhancement of public service delivery, with due consideration given to cost effectiveness and efficiency. Secondly, it refers to government's realisation of the important impact of education, development and training (EDT) on the competency of public service officials with an emphasis on the utilisation of information technology to enhance the effectiveness of EDT. Consequently, the study explores the viability of the utilisation of information technology as a measure to assist EDT interventions within the SAPS of the Eastern Cape Province to equip members of the institution to better fulfil their functions and duties. In this respect the study commenced to ascertain the levels of computer literacy of role-players, access to the appropriate facilities and what the general attitude in the organisation would be towards the utilisation of such an intervention. It was found that the computer literacy levels of role-players may be perceived as a problematic issue in this regard. However, access to suitable facilities was found to be more than sufficient for this intention. Furthermore, role-players agreed that information technology could be optimally applied in the EC SAPS for the mentioned use, thereby portraying an optimistic attitude towards the use thereof to harmonise EDT in the SAPS. The aim of the study has been to develop a model that will incorporate the use of information technology, given the strengths and weaknesses of the SAPS to enhance EDT and learning in the organization.
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Palmer, Stuart Rohan, and mikewood@deakin edu au. "An evaluation of Australian undergraduate engineering management education for flexible delivery." Deakin University. School of Engineering and Technology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.112159.
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This thesis examines issues in Australian undergraduate engineering management studies in the context of flexible learning delivery. It is proposed that, within an Australian context:
a) the management skills and competencies required by graduate engineers can be determined and classified on a rational basis, permitting an educational focus on those elements most appropriate for graduates; and
b) on-line and other computer-based technologies are a practical and effective method for the support of undergraduate engineering management studies.
The doctoral project incorporates:
an examination of the nature of engineering management;
a review of the relevant literature establishing the importance of management studies in undergraduate engineering courses;
a review of historical and recent developments in Australian undergraduate engineering management studies;
an investigation of the management skills and competencies required by graduate engineers - based on original research;
an examination of flexible delivery of engineering education - based on professional practice experience; and
an evaluation of case studies of flexible delivery of engineering management education - based on original research and professional practice experience.
A framework of ranked classified management skills is developed. Broadly, the ranking framework is generic professional skills, followed by general management skills and technical discipline specific management skills, followed by other professional discipline skills and theoretical skills. This framework provides a rational basis for design of undergraduate engineering management studies. This is supplemented by consideration of the management skills required for the future of engineering practice.
It is concluded that undergraduate engineering management education is well suited to delivery and support by on-line and computer-based technology. Recent developments in improved access to the Internet, software systems for on-line collaboration and changes in copyright legislation to create a broad-based right to communication via on-line media have contributed to the facilitation of on-line delivery of teaching and learning. It is noted that though many on-line infrastructure issues have been satisfactorily resolved, higher level issues will emerge as being crucial, including the academic staff development and reward for operating in an online teaching environment and the financial sustainability of on-line development and delivery of courses.
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Garrett, Michael. "Developing knowledge for real world problem scenarios : using 3D gaming technology within a problem-based learning framework." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/527.
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Problem-based learning is an instructional strategy that emphasises active and experiential learning through problem-solving activity. Using gaming technologies to embed this approach in a three-dimensional (3D) simulation environment provides users with a dynamic, responsive, visually engaging, and cost effective learning experience. Representing real world problems in 3D simulation environments develops knowledge and skills that are applicable to their resolution.
The Simulation, User, and Problem-based Learning (SUPL) Design Framework was developed to inform the design of learning environments which develop problem-solving knowledge for real world application. This framework identifies design factors relative to the user, the problem-solving task, and the 3D simulation environment which facilitate the transfer, development, and application of problem-solving knowledge. To assess the validity of the SUPL Design Framework, the Fires in Underground Mines Evacuation Simulator (FUMES) was developed to train mining personnel in emergency evacuation procedures at the Challenger gold mine in South Australia. Two groups of participants representing experienced and novice personnel were utilised to ascertain the effectiveness of FUMES as a training platform in this regard.
Findings demonstrated that FUMES accurately represented emergency evacuation scenarios in the Challenger mine. Participants were able to utilise existing real world knowledge in FUMES to resolve emergency evacuation problem-solving tasks and develop new knowledge. The effectiveness of the SUPL Design Framework was also demonstrated, as was the need to design learning environments to meet the learning needs of users rather than merely as static simulations of real world problems. A series of generalisable design guidelines were also established from these findings which could be applied to design problem-based learning simulations in other training contexts.
Books on the topic "Information technology Employees Training of Computer-assisted instruction"
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Lundin, Johan. Talking about work: Designing information technology for learning in interaction. Göteborg: Göteborg University, 2005.
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Jason, Keil, ed. Technology-based training: The art and science of design, development, and delivery. San Francisco: Jossey-Bass/Pfeiffer, 2000.
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Gery, Gloria. Electronic performance support systems: How and why to remake the workplace through the strategic application of technology. Boston: Weingarten Publications, 1991.
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Gery, Gloria. Electronic performance support systems: How and why to remake the workplace through the strategic application of technology. Boston: Weingarten Publications, 1991.
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Terry, Ward, McCullough Colin, Smirli Eva, Rens Johan van, Stavrou Stavros, and European Centre for the Development of Vocational Training, eds. E-learning and training in Europe: A survey into the use of e-learning in training and professional development in the European Union. Luxembourg: Office for Official Publications of the European Communities, 2002.
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Technology Assessment and Management Conference (5th 1987 Lugano, Switzerland). Computer assisted approaches to training: Foundations of industry's future : proceedings of the Technology Assessment and Management Conference of the Gottlieb Duttweiler Institute in collaboration with New York University, Lugano, Switzerland, 25-26 May, 1987. Amsterdam: North-Holland, 1988.
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European Centre for the Development of Vocational Training, ed. Users' views on e-learning: Cedefop online surveys. Luxembourg: Office for Official Publications of the European Communities, 2002.
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Islam, Kaliym A. Podcasting 101 for Training and Development. New York: John Wiley & Sons, Ltd., 2007.
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Web-based training: Using technology to design adult learning experiences. San Francisco: Jossey-Bass/Pfeiffer, 1998.
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Evaluating the impact of technology on learning, teaching, and designing curriculum: Emerging trends. Hershey, PA: Information Science Reference, 2012.
Find full textBook chapters on the topic "Information technology Employees Training of Computer-assisted instruction"
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Rentroia-Bonito, Maria Alexandra, and Joaquim Armando Pires Jorge. "Modeling for E-Learning Systems." In Encyclopedia of Information Science and Technology, First Edition, 1996–2000. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-553-5.ch352.
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Computer-based instruction is touted as an effective tool to support knowledge dissemination within predefined learning environments. Indeed, many see it as a way to overcome geographical or social barriers to knowledge transmission and educational institutions. However, its domain of application has traditionally been restricted to basic skills and educational contexts. Recently, dynamic and complex business environments shaped by technological changes and the downsizing trend of the ’90s placed new constraints on the underlying assumptions (Fuglseth, 2003). Organizations are now pushing for skill flexibility, demanding specialized knowledge and requiring faster learning curves from employees. Many advocate Internet-based education materials as one way to meet those challenges (Bernardes & O’Donoghue, 2003; Karoulis et al., 2004; Storey et al., 2002; Strazzo & Wentling, 2001). However, this raises important questions concerning both effectiveness and efficiency of such tools and materials. Indeed, developing interactive multimedia-based courseware remains pretty much a black art, consuming enormous resources. So far, there is a lack of established models to predict the performance and evaluate how adequately courseware can meet user needs. In fact, developing courseware should take into account the target constituency requirements, organizational context, and the stated educational or training goals. Developing the wrong training materials can lead to costly investments in creating and maintaining content to match the increasing expectations on e-learning. Perhaps this can explain the recent rash of failed e-learning projects—current results do not measure up to business and individual expectations yet.
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Boateng, Beatrice A., and Kwasi Boateng. "Open Source LMS for Management and E-Business Applications." In Electronic Business, 1023–28. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-056-1.ch063.
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Advances in computer technology have led to the increase in the use of information technology in business (Barron, 2002). Computer-mediated communication in the form of the Internet offers unprecedented avenues for the exchange of information and the delivery of instructional materials globally and locally (NHDP, 2003; Robey, Boudreau, & Rose, 2000). Through the Internet and related technologies, people are able to acquire skills and knowledge, adapt learning experiences to their own needs, and assimilate information faster (Azad, Erdem, & Saleem, 1999; NHDP). An organization that is making use of such etechnologies for the advancement of e-business is the Advance Information Technology Institute’s Kofi Annan Center of Excellence for Communications and Information Technology (AITI-KACE), established in 2003 in Ghana. The center is a collaborative initiative between Ghana and India, and is aimed at bridging the gap between education and industry. This initiative was in response to Ghana’s recognition of the social and economic benefits of information and communications technologies. The center is considered part of a national initiative to educate Ghanaians and unleash their creative potential in the use of digital communication technologies for business and education. It is a major skills-development and training institution whose graduates can transition into industry immediately as employees or employers. Ghana’s main challenge is that computer education at all levels is inadequate, and businesses are struggling to incorporate computer applications in their operations. Despite the relative advances made in the adoption of e-technologies in businesses and education, the greatest challenge lies in the fact that a greater part of the adult population does not have adequate knowledge and skills in computer software applications or hardware in order to explore their use in everyday activities or at their workplaces. It is therefore expected that by enrolling in the programs at AITI -KACE, a participant1 can either be employable or have skills to venture out into self-employment. AITI -KACE targets adults—at least those who have completed high school.
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Chougale, N. P., K. G. Kharade, S. K. Kharade, S. R. Ghatage, Mallappa G. Mendagudli, S. Yuvaraj, and K. Vengatesan. "Deployment of Computer Assisted Instruction in Higher Educational Organization." In Recent Trends in Intensive Computing. IOS Press, 2021. http://dx.doi.org/10.3233/apc210229.
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The current study looked at how computers help students of different reading abilities. Studies have been conducted on the effect of computers on educational achievement and attitudinal levels. During this study, we have gone through the impact of Bloom’s taxonomy over the conventional system and then focused on integrating CAI in higher education. This research is branching out to encompass the use of computers in the education system. The paper aims to outline and elaborate on the way computers aid every department of life, including education. Information is much more valuable when presented within the context of education or training. Teaching to reflect well is known as “advance” teaching. This research paper is concerned with the educational faculties, facilities, and the organizational structure of the educational process. This study aims to focus on CAI to improve the quality of higher education in India. We have also discussed the areas where we can implement this technology
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Torrisi-Steele, Geraldine. "Theoretical Foundations for Educational Multimedia." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 1391–98. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch188.
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The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which time school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted through the 1930s as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s, but had little impact, mainly due to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it was not until the 1980s that computers began to make a major impact in education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000). Since the 1990s, there have been rapid advances in computer technologies in the area of multimedia production tools, delivery, and storage devices. Throughout the 1990s, numerous CD-ROM educational multimedia software was produced and was used in educational settings. More recently, the advent of the World Wide Web (WWW), together with the emergence of mobile devices and wireless networking, has opened a vast array of possibilities for the use of multimedia technologies and associated information and communications technologies (ICT) to enrich the learning environment. Today, educational institutions are investing considerable effort and money into the use of multimedia. The use of multimedia technologies in educational institutions is seen as necessary for keeping education relevant to the twenty-first century (Selwyn & Gordard, 2003). The term “multimedia” as used in this article refers any technologies which make possible “the entirely digital delivery of content presented by using an integrated combination of audio, video, images (twodimensional, three-dimensional) and text” along with the capacity to support user interaction (Torrisi-Steele, 2004, p. 24). Multimedia may be delivered on computer via CD-ROM, DVD, the Internet, or on other devices such as mobile phones and personal digital assistants, or any digital device capable of supporting interactive and integrated delivery of digital audio, video, image, and text data. The notion of interaction in educational multimedia may be viewed from two perspectives. First, interaction may be conceptualised in terms of “the capacity of the system to allow individual to control the pace of presentation and to make choices about which pathways are followed to move through the content; and the ability of the system to accept input from the user and provide appropriate feedback to that input” (Torrisi- Steele, 2004, p. 24). Second, given the integration of multimedia with communication technologies, interaction may be conceptualized as communication among individuals (teacher-learner and learner(s)-learner(s)) in the learning space that is made possible by technology (e-mail, chat, video-conferencing, threaded discussion groups, and so on).
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Rahman, Hakikur. "Interactive Multimedia Technologies for Distance Education Systems." In Encyclopedia of Multimedia Technology and Networking, Second Edition, 742–48. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-014-1.ch100.
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Information is typically stored, manipulated, delivered, and retrieved using a plethora of existing and emerging technologies. Businesses and organizations must adopt these emerging technologies to remain competitive. However, the evolution and progress of the technology (object orientation, high-speed networking, Internet, and so on) has been so rapid, that organizations are constantly facing new challenges in end-user training programs. These new technologies are impacting the whole organization, creating a paradigm shift which, in turn, enables them to do business in ways never possible before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a wide range of data types, resulting in hypermedia, providing a new approach to information access with data storage devices, such as magnetic media, video disk, and compact disk. Along with alphanumeric data, today’s computer systems can handle text, graphics, and images, thus bringing audio and video into everyday use. DETF Report (2000) refers that technology can be classified into noninteractive and time-delayed interactive systems, and interactive distance learning systems. Noninteractive and time-delayed interactive systems include printed materials, correspondence, one-way radio, and television broadcasting. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing, to standalone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. Different types of telecommunications technology are available for the delivery of educational programs to single and multiple sites throughout disunited areas and locations. Diaz (1999) indicated that there are numerous multimedia technologies that can facilitate self-directed, practice-centered learning and meet the challenges of educational delivery to the adult learner. Though, delivering content via the WWW has been tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays and the inability to effectively deliver complex multimedia elements, including audio, video, and graphics. A CD/Web hybrid, a Web site on a compact disc (CD), combining the strengths of the CD-ROM and the WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at constricted bandwidth. Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend interacting with a given technology, and can increase the amount of time they spend learning. University teaching and learning experiences are being replicated independently of time and place via appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM, and so on. However, it is possible to increase the educational gains possible by using the Internet while continuing to optimize the integration of other learning media and resources through interactive multimedia communications. Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs) seems to be adopted as another mainstream in the path of distance learning system.