Gotowe bibliografie tematyczne / Learning technology coordinator

Gotowa bibliografia na temat „Learning technology coordinator”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 14 lutego 2022

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Artykuły w czasopismach na temat "Learning technology coordinator"

Sari, Nurul Ratna. "Information communication technology learning through the broadband learning center to build ‘Smart Community’". Masyarakat, Kebudayaan dan Politik 32, nr 4 (4.11.2019): 354. http://dx.doi.org/10.20473/mkp.v32i42019.354-362.

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This research identifies the implementation of the Broadband Learning Center (BLC) program of the Surabaya government as a facility for community learning on Information Communication Technology (ICT). BLC is one of the crucial developments in building Smart Community as the main actor in Surabaya Smart City establishment. In the Surabaya context, BLC is one of the foundations in establishing a smart city which is an integration of three main dimensions, namely BLC as ICT facilities, community as the actor in smart city development, and the Surabaya government. The study applied a qualitative method with a descriptive research type — data collected through in-depth interviews, observations, and documentation studies. Interviews were conducted to 22 informants, which consisted of one BLC coordinator in government institution, one representation of BLC coordinator from community, and eight facilitators in five parts of the city areas which provided BLC facilities, and 12 representations of community groups as the users that consisted of adolescent and youth, women, and senior community. The observation was being held in BLC spots, while community learning activities occurred. The BLC remarkably facilitates community learning and education in dealing with ICT. The study indicates that the program performs ICT community learning which establishes community ability to understand and to use information from digital sources. However, it has been challenged by the conception of digital literation in boosting smart community active participation, which should enable the community to connect and interact with, also utilize the information. A socio-technical learning approach can be pertinently implemented by linking social and technological factors in order to fit the learning process and targeted community and also widen its opportunity in achieving smart community sustainability.

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Ngo, Victoria, Cynthia G. Matsumoto, Jill G. Joseph, Janice F. Bell, Richard J. Bold, Andra Davis, Sarah C. Reed i Katherine K. Kim. "The Personal Health Network Mobile App for Chemotherapy Care Coordination: Qualitative Evaluation of a Randomized Clinical Trial". JMIR mHealth and uHealth 8, nr 5 (26.05.2020): e16527. http://dx.doi.org/10.2196/16527.

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Background Cancer care coordination addresses the fragmented and inefficient care of individuals with complex care needs. The complexity of care coordination can be aided by innovative technology. Few examples of information technology-enabled care coordination exist beyond the conventional telephone follow-up. For this study, we implemented a custom-designed app, the Personal Health Network (PHN)—a Health Insurance Portability and Accountability Act-compliant social network built around a patient to enable patient-centered health and health care activities in collaboration with clinicians, care team members, caregivers, and others designated by the patient. The app facilitates a care coordination intervention for patients undergoing chemotherapy. Objective This study aimed to understand patient experiences with PHN technology and assess their perspectives on the usability and usefulness of PHNs with care coordination during chemotherapy. Methods A two-arm randomized clinical trial was conducted to compare the PHN and care coordination with care coordination alone over a 6-month period beginning with the initiation of chemotherapy. A semistructured interview guide was constructed based on a theoretical framework of technology acceptance addressing usefulness, usability, and the context of use of the technology within the participant’s life and health care setting. All participants in the intervention arm were interviewed on completion of the study. Interviews were recorded and transcribed verbatim. A summative thematic analysis was completed for the transcribed interviews. Features of the app were also evaluated. Results A total of 27 interviews were completed. The resulting themes included the care coordinator as a partner in care, learning while sick, comparison of other technology to make sense of the PHN, communication, learning, usability, and usefulness. Users expressed that the nurse care coordinators were beneficial to them because they helped them stay connected to the care team and answered their questions. They shared that the mobile app gave them access to the health information they were seeking. Users expressed that the mobile app would be more useful if it was fully integrated with the electronic health record. Conclusions The findings highlight the value of care coordination from the perspectives of cancer patients undergoing chemotherapy and the important role of technology, such as the PHN, in enhancing this process by facilitating better communication and access to information regarding their illness.

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Ali, Shahla F. "CROWD-SOURCED GOVERNANCE IN A POST-DISASTER CONTEXT". International and Comparative Law Quarterly 64, nr 1 (23.09.2014): 211–26. http://dx.doi.org/10.1017/s0020589314000347.

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AbstractIn the wake of recent catastrophic natural disasters, the United Nations (UN) has developed an increasingly sophisticated network of collaborative partnerships to assist with humanitarian relief operations. The growing use of open-source technology such as crowd mapping and resource tracking—being universally accessible, collaboratively designed, subject to ongoing improvement, and responsive to on-the-ground needs—reflects in many respects the emerging UN governance mechanisms developed to support the creation of such technology. The 2008 meeting of the World Economic Forum called for increased documentation and ‘dissemination of the work of humanitarian relief’ and ‘mapping of assets, non-food items’ and resources to prevent duplication.1 However, as yet, little attention has been given to the role of open-source governance mechanisms in the context of disaster response. This article aims to fill this gap by examining the emerging mechanisms by which private sector collaboration is coordinated by international institutions such as the UN. It finds that the emergence of post-disaster open-source humanitarian relief reflects the observations of new governance legal scholars that coordination is increasingly the result of expanded participation and partnership on the part of governments and non-State actors, a learning-focused orientation, with the State increasingly acting as a convener, catalyst and coordinator.

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Crump, Eric. "Technotreachery: Play in Filtrates School". About Campus: Enriching the Student Learning Experience 1, nr 1 (marzec 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.

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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .

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Ouatik, Fahd, Mustapha Raoufi, Mohamed El Mohadab, Farouk Ouatik, Belaid Bouikhalene i Mohammed Skouri. "Modeling collaborative practical work processes in an E-learning context of engineering electric education". Indonesian Journal of Electrical Engineering and Computer Science 16, nr 3 (1.12.2019): 1464. http://dx.doi.org/10.11591/ijeecs.v16.i3.pp1464-1473.

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<p>This work deals with the modeling the processes of the collaboration in practical work of electronics in a context of e-learning and the remote laboratory which is a new technology allows students to manipulate the practical experience the electronics by controlling all equipments and instruments of a laboratory via the web without moving to t laboratory. That is for to solve the problems of overcrowding students in universities and the restriction of time and places and the lack of some instrument in laboratory. Even this new project will allow the sharing all instruments and equipments between universities in the world for to have a cooperation in scientific learning. In this work we are interested to modeling the processes of collaborative electronics practical work, whose actors are : tutor, member, coordinator and the secretary and collaborative tools. Two models have been developed: a tutor-student model showing the activities of the learner and tutor, and moderating-member-secretary model that focuses more specifically on the roles of the moderator (coordinator) and the secretary (reporter). This modelling has made it possible to better understand the processes considered and to detect the various problems that may arise during an online particle work collaborative process.</p>

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Gabaudan, Odette. "Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit". ReCALL 28, nr 2 (10.02.2016): 123–46. http://dx.doi.org/10.1017/s0958344015000270.

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AbstractUndergraduate students whose programme includes a full academic year on an Erasmus study visit require a range of support before, during and after their year abroad. This study focuses on the support provided by the home academic coordinator during the students’ period of study abroad. The research is based on a case-study which explores how the maintenance of an online journal can enhance students’ new learning experiences. The outcomes of this investigation are of interest at a pragmatic level to Erasmus coordinators and educational institutions whose programmes include a study visit or an internship. At a theoretical level, this study brings together a number of areas that have each been the subject of prior research but that so far have not been pulled together, particularly in the context of a study visit to a foreign country. The areas referred to include the benefits and challenges of rolling out educational online journals; the use of blogging in language learning; the design of rubrics as a form of feedback and the activity of reflective writing in an online environment. The findings and the discussion show how the online journal has added a positive dimension to the year abroad, particularly in the areas of communication and feedback, peer support, language learning and technology.

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Fenton, Melissa Pearman, Leslie Hawley, Saundra Wever Frerichs i Kathleen Lodl. "STEM Professional Development for Youth Workers: Results of a Triangulated Study". Journal of Youth Development 14, nr 4 (16.12.2019): 178–96. http://dx.doi.org/10.5195/jyd.2019.738.

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To increase the quality of informal science, technology, engineering, and math (STEM) learning opportunities, many youth development professionals working in out-of-school time (OST) programs need professional development focused on facilitating these types of activities. Nebraska Extension developed an open-access repository of resources that support an ongoing, blended approach to STEM professional development for youth workers. The current study evaluated the impact on staff, programs, and youth achieved by implementing Click2Science resources in sites at a large youth serving organization. Data sources included site or program director/coordinator and frontline staff perceptions about their experiences during the professional development events, observations of staff facilitating STEM learning with youth, and youth interest in STEM. Findings demonstrated an increase in STEM program quality, as measured by the Dimensions of Success (DoS) Observational Tool (n.d.). Site or program director/coordinators and frontline staff found the professional development eye-opening and user friendly, and noted increased youth engagement following the intervention. Youth reported positive perceptions of STEM learning experiences. Triangulation of these three sources confirmed the promising utility and effectiveness of this professional development approach. Further research is needed to extend the preliminary findings and support the case for increased investment in STEM professional development for youth development professionals.

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Nikolova, Natalia, i Lisa Andersen. "Creating Shared Value Through Service-Learning in Management Education". Journal of Management Education 41, nr 5 (14.06.2017): 750–80. http://dx.doi.org/10.1177/1052562917715883.

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Service-learning has gained strong interest among educators as a model of experiential education through community engagement. Its potential to contribute to multiple stakeholders, including students, community partners, faculty, and university, is well recognized. While research has focused on elements of this teaching model that contribute to the realization of student-related benefits, there has been less emphasis on what aspects enable the creation of shared value to other stakeholders. We describe a postgraduate, elective management consulting course based on service-learning pedagogy, which has been running for 10 years at the University of Technology Sydney Business School leading to the completion of 75 community projects to date, and evaluate how it creates shared value to multiple stakeholders. We identify four main elements of the course that enable it to deliver value to multiple stakeholders: a dedicated role of client engagement coordinator, a coaching program involving industry experts, student autonomy, and authentic assessments. The main challenges in continuously providing value to all involved parties are developing focused and realistic project briefs, managing students’ commitment and differences in students’ skills, and recruiting industry coaches.

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Oliver, P. "What makes catchment management groups “tick”?" Water Science and Technology 43, nr 9 (1.05.2001): 263–72. http://dx.doi.org/10.2166/wst.2001.0555.

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The work of catchment management groups throughout Australia represents a significant economic and social investment in natural resource management. Institutional structures and policies, the role of on-ground coordinators, facilitation processes, citizen participation and social capital are critical factors influencing the success of catchment management groups. From a participant-researcher viewpoint, this paper signposts research directions and themes that are being pursued from the participant/coordinator, catchment group, and lead government/non-government agency perspective on the influence of these factors on the success of a catchment management group in the Pumicestone Region of Southeast Queensland, Australia. Research directions, themes and discussion/reflection points for practitioners include - the importance of understanding milieu; motivation; success; having fun; "networking networks"; involvement of "non-traditional" stakeholders; development of stakeholder/participant partnerships; learning from other practitioners; methods of stakeholder/participant representation; evaluation; the need for guiding principles or philosophy; the equivalence of planning, implementation, evaluation, and resourcing; catchments as fundamental units of Nature; continuity of support for groups; recognising a new role for government; working with existing networks; and the need for an eclectic approach to natural resource management.

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Scharber, Cassandra, Kris Isaacson, Tracey Pyscher i Cynthia Lewis. "Participatory culture meets critical practice". English Teaching: Practice & Critique 15, nr 3 (5.12.2016): 355–74. http://dx.doi.org/10.1108/etpc-01-2016-0021.

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Purpose This paper aims to closely examine the features of an urban community-based learning program to highlight the synergy between its educational technology, literate practices and social justice ethos that impact youths’ learning and documentary filmmaking. This examination of a learning setting illuminates the “what is possible” and “how it comes to be possible” (Gomez et al., 2014, p. 10), illustrating possibilities for youths’ tech-mediated literacies to facilitate, support and extend engagement in social justice. Design/methodology/approach Grounded in the theoretical and analytical concept of activity theory, this study uses qualitative methods and activity systems analysis. Observations are the primary data source coupled with a detailed activity analysis supported by artifacts, images and interviews. Program participants included 12 youth, 2 youth mentors, 1 adult coordinator and 1 adult facilitator. Findings Findings illustrate that all subjects (participants) in the program co-created and shaped the activity system’s object (or purpose). Analyses also reveal the ways in which the program enables and empowers youth through its development of participatory literacy practices that “can facilitate learning, empowerment, and civic action” (Jenkins et al., 2016). Originality/value Overall, this study is a contribution to the field as it responds to the need for close examinations of complex technology-mediated learning settings “through the lens of equity and opportunity” (Ito et al., 2013).

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Rozprawy doktorskie na temat "Learning technology coordinator"

O’Donnell, Margaret M., i res cand@acu edu au. "The Role of the Learning Technology Coordinator in the Professional Development of Teachers as they Integrate Learning Technologies into Classroom Practice". Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp23.29082005.

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This research study investigated the professional development of teachers as they integrate learning technologies into classroom practice. In particular, the study was concerned with the specific role of the learning technology coordinator in this professional development process. The views of classroom teachers were sought concerning factors in their professional development which they found useful together with the relevance of the role of the learning technology coordinator. So too, the views of the learning technology coordinators and principals were sought regarding effective professional development as teachers integrate learning technologies into classroom practice. Two processes were used to ascertain these views. Focus groups and interviews were conducted at the LaTTiCE (Learning and Teaching Technologies in Catholic Education) and Navigator schools. The Navigator and LaTTiCE school were specially funded pilot schools for the integration of learning technologies into classrooms. These technology rich schools provided detailed data from a specific group of people. A survey was also sent to randomly selected primary schools in Melbourne to see if similar responses would be gained from the general population of schools less privileged in terms of learning technologies and the associated professional development. Analysis of this data led to some important insights related to the professional development of teachers as they integrate learning technologies into classroom practice and to the specific role of the learning technology coordinator in this process. This study found that the main reason why teachers integrated learning technologies into classroom practice was to benefit their students and to improve their own skill levels. The important factors in the professional development of teachers integrating technology were that it was collaborative, embedded in practice, ongoing over time, had the support of the principal and was supported by a learning technology coordinator. This study focused on the role of the learning technology coordinator and found that the most important aspect of this role was related to the professional development of teachers and the coordination of the school’s technology program. These findings led to recommendations that priority be given to funding at a system level for a school based learning technology coordinator to be appointed in each primary school and that principals provide for this coordinator to focus on the professional development of teachers integrating technology into classroom practice.

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Walker, Bryce L. "Dimensions related to the role of a technology coordinator in schools that serve students with language-based learning differences". Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736870.

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Researchers (Kennedy & Deshler, 2010; Parette, et al., 2007b) state that students with Learning Disabilities (LDs) can learn most efficiently through use of the correct multimodal educational technologies with the correct delivery of content. These educational technologies and modes of delivery are developed to provide the multisensory experience to the student they serve. Teachers can use these technology devices to provide guided and independent learning opportunities to their students with LDs. However, K-12 schools face major challenges in funding and appointing the appropriate type of manpower needed so that technology infrastructures are supported in all necessary areas. Schools need talented individuals who are versed in both curriculum and pedagogy (e.g., instructional supports) and information technology (IT) to determine the best technologies and delivery systems, train teachers in the appropriate and differentiated use of these technologies and systems. These individuals are called Technology Coordinators (TC). As of 2015, there was no empirical research that has been done on the role of technology facilitation to teachers and students with LBLDs.

The purpose of this study is to define the dimensions related to the role of the TC that support served students who have been diagnosed with Language-Based Learning Differences (LBLDs). These dimensions were: 1) Teaching and Learning, 2) End-User Support, 3) Network Operations, 4) Administrative Computing, and 5) Budgeting and Planning. This study involved four TCs who work at schools that served students with LBLDs. Through a Multiple Case Study Design (Yin, 2003; Merriam, 2009) using questionnaire and interview data. Results were coded using holistic, elaborative, and selective coding schemes (Saldaña, 2013). Results showed various similarities and differences between the four equally successful, yet different models for how to use a TC to achieve solid results for students with LBLDs. Future research would comprise a more comprehensive study involving TCs, classroom teachers and students with LBLDs.

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Atoofi, Payam, Fred H. Hamker i John Nassour. "Learning of Central Pattern Generator Coordination in Robot Drawing". Frontiers Media S.A, 2018. https://monarch.qucosa.de/id/qucosa%3A31530.

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How do robots learn to perform motor tasks in a specific condition and apply what they have learned in a new condition? This paper proposes a framework for motor coordination acquisition of a robot drawing straight lines within a part of the workspace. Then, it addresses transferring the acquired coordination into another area of the workspace while performing the same task. Motor patterns are generated by a Central Pattern Generator (CPG) model. The motor coordination for a given task is acquired by using a multi-objective optimization method that adjusts the CPGs' parameters involved in the coordination. To transfer the acquired motor coordination to the whole workspace we employed (1) a Self-Organizing Map that represents the end-effector coordination in the Cartesian space, and (2) an estimation method based on Inverse Distance Weighting that estimates the motor program parameters for each SOM neuron. After learning, the robot generalizes the acquired motor program along the SOM network. It is able therefore to draw lines from any point in the 2D workspace and with different orientations. Aside from the obvious distinctiveness of the proposed framework from those based on inverse kinematics typically leading to a point-to-point drawing, our approach also permits of transferring the motor program throughout the workspace.

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Fields, Lisa Ann. "Use of Web-Based Technology to Enhance Instruction of Virginia's Seventh and Eighth Grade Geometry Standards of Learning". Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2087.

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The purpose of this thesis is to develop web-based modules for enhancing instruction of the geometry sections of the Virginia Standards of Learning in the seventh and eighth grades. While all of Virginia's seventh and eighth grade Standards of Learning strands are certainly worthy of these types of modules, geometry appeals to me most because of the vast amount of web-based resources that will be valuable when organized into modules. It is my hope that teachers of these grades will find this useful in their instruction of geometry.

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O'Donnell, Margaret Mary. "The role of the learning technology coordinator in the professional development of teachers as they integrate learning technologies into classroom practice [manuscript]". 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt%2Dacuvp23.29082005.

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Thesis (Ed. D.) -- Australian Catholic University, 2002.
A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 288-303. Also available in an electronic format via the internet.

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Waspe, Tom. ""Beliefs of the district e-learning coordinators in the GDE about the pedagogical integration of ICTs in Gauteng Online schools"". Thesis, 2014.

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Using a Mixed Methods Convergent Parallel Design this study examines the Behavioural Intentions of the District eLearning Coordinators (DELCs) in the Gauteng Department of Education. The study posits that the educational beliefs of the DELCs are a significant factor in influencing their Behavioural Intentions with regard to their role concerning the integration of Gauteng Online into teaching and learning. Its purpose is to explore whether the DELCs intend to perform their roles in constructivist “Just-in-time” ways. It does this by examining their pedagogical beliefs, their knowledge about technology integration as well as other salient beliefs as formulated in the Theory of Planned Behaviour and by finding out whether these have a bearing on their intentions to provide support and professional development for teachers in the GDE. The study draws on key theories like the Theory of Planned Behaviour, theory about teacher knowledge for technology integration – Technological Pedagogical Content Knowledge (TPACK) amongst others to explore these beliefs and behavioural intentions.

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Shikulo, Lukas. "Evaluation of student support services at the Namibia University of Science and Technology Centre for Open and Lifelong Learning". Thesis, 2018. http://hdl.handle.net/10500/25026.

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Quality and effective student support service (SSS) is a critical demand in the ever-changing landscape of distance education. It is common knowledge that distance education students need continuous support during their studies in order to cope with academic demands while attending to other key activities. This study set out to evaluate the implementation of SSS at the Namibia University of Science and Technology Centre for Open and Lifelong Learning (NUST COLL) at different regional centres across Namibia. The objectives of the study were to: identify problems and challenges experienced with the current implementation of SSS, determine the needs of the distance students and propose recommendations for the improvement of SSS at the regional centres. In an attempt to realise the objectives of the study, the study incorporated both quantitative and qualitative research design to collect data, by making use of questionnaires, open-ended questions and interviews. The participants included 8 regional coordinators (RC) who were purposively selected and 109 distance students who were selected through stratified and convenience sampling techniques from seven COLL regional centres. It was evident from the findings that most students opted for distance education as it allows them to work and study. Furthermore, many students have been studying for many years without getting any qualification. While NUST was providing different SSS, the findings brought to light some challenges such as the shortage of technological tools, understaffed regional centres, and unavailability of support services on weekends and public holidays and lack of collaboration between marker-tutors, lecturers and regional face-to-face tutors. It is proposed that the current model of SSS should be redesigned to respond to challenges facing distance education students at the regional centres. A model for implementation of SSS was developed to pave the way for effective implementation geared towards reducing the dropout rates and increase success rates. Key terms: Implementation of student support services, technological tools, model for implementation, regional coordinators, academic demands, increase success rates, regional centres, distance education, regional centres, and dropout rates.
Educational Leadership and Management
D. Ed. (Education Management)

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Książki na temat "Learning technology coordinator"

Dewar, Jacqueline M. Evidence: From Surveys. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0006.

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Chapter 5 describes the use of surveys in scholarship of teaching and learning (SoTL) studies. Topics include how to design a survey, the reliability and validity of surveys, and response rates and how to improve them. The chapter also includes a detailed discussion of a special type of survey called a knowledge survey that is used to measure students’ confidence in their knowledge of disciplinary content. Multiple uses for knowledge surveys are described: a means to assess changes in student learning, a way to improve course organization and coordination across multiple sections, and as guide through the course material for students. The importance of a survey being a good match for the type of research question—What works? What is? What could be?—is emphasized. Many examples are given of studies of student learning in science, technology, engineering, and mathematics (STEM) fields that employed surveys.

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Części książek na temat "Learning technology coordinator"

de Freitas, Elizabeth, Francesca Ferrara i Giulia Ferrari. "The Coordinated Movements of a Learning Assemblage: Secondary School Students Exploring Wii Graphing Technology". W Mathematics Education in the Digital Era, 59–75. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61488-5_4.

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Capelo, David Chilcañán, Milton Escobar Sánchez, Chrystian López Hidalgo i Daniela Benalcázar Chicaiza. "Development and Improvement of the Visomotriz Coordination: Virtual Game of Learning and Using the Sphero Haptic Device for Alpha Generation". W Proceedings of the International Conference on Information Technology & Systems (ICITS 2018), 907–16. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73450-7_86.

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Walcutt, J. J., Nicholas Armendariz i Dhiraj Jeyanandarajan. "Neuro-Informed Learning". W Education 3.0 and eLearning Across Modalities, 25–47. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8032-5.ch002.

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As the epicenter for learning activities, the brain is the coordinator of all actions associated with collecting information, organizing it, storing it, and eventually re-organizing it for application in the real world. And yet, to date, little has been known about what happens within the brain during learning activities. We have operated based on a black box set of assumptions that results in researchers testing inputs and outputs but lacking a true understanding of what happens between those two endpoints. However, the fields of neuroscience and cognitive science, along with neuro-technology engineers, have simultaneously been studying the brain and developing apparatus that allow us to understand what is happening in the brain in real-time during learning. The implications of these capabilities and a deeper understanding of learning are boundless. Accordingly, this chapter will delve into four key areas: (1) research and theories, (2) cognitive readiness and comprehension, (3) neuro-technology data, and (4) the necessary evolution of teachers to facilitators.

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C.A. Thomopoulos, Stelios. "Risk Assessment and Automated Anomaly Detection Using a Deep Learning Architecture". W Deep Learning Applications. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96209.

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Risk-based security is a concept introduced in order to provide security checks without inconveniencing travelers that are being checked with unqualified scrutiny checks while maintaining the same level of security with current check point practices without compromising security standards. Furthermore, risk-based security, as a means of improving travelers’ experience at check points is expected to reduce queueing and waiting times while improving at the same travelers’ experience during checks. A number of projects have been funded by the European Commission to investigate the concept of risk-based security and develop the means and technology required to implement it. The author is the Coordinator of two of the flagship projects funded by EC on risk-based security: FLYSEC and TRESSPASS. This chapter discusses and analyses the concept of risk-based security, the inherent competing mechanism between risk assessment, screening time and level of security, and means to implement risk-based security based on anomaly detection using deep learning and artificial intelligence (AI) methods.

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Polly, Drew, Clif Mims i Brenda McCombs. "Designing District-Wide Technology-Rich Professional Development". W Cases on Educational Technology Integration in Urban Schools, 236–43. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-492-5.ch033.

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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: design differentiated professional development to meet all teachers’ needs; include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; provide educational materials for teachers and parents about internet safety and legal issues; determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

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Polly, Drew, Clif Mims i Brenda McCombs. "Designing District-Wide Technology-Rich Professional Development". W Adult and Continuing Education, 689–94. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5780-9.ch038.

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This case will focus on the following situation: As the technology coordinator for a school district you receive a state grant to provide technology resources and professional development for every teacher in the intermediate (Grades 5-6), middle (Grades 7-8) and high school (Grades 9-12) classrooms in your district. Your superintendent and school board have asked you to: (a) Design differentiated professional development to meet all teachers' needs; (b) Include some outside consultants but quickly build teacher capacity so future professional development can be facilitated by district employees; (c) Provide educational materials for teachers and parents about internet safety and legal issues; and (d) Determine that the use of technology has positively impacted student learning outcomes. This case study describes the story of how one school district responded to this challenge.

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Andrikopoulos, Dora, i Matina Katsiyianni. "Hooked on Mathematics". W Advances in Early Childhood and K-12 Education, 243–62. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0267-8.ch015.

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Within a flexible-learning framework, blended learning offers a unique opportunity to fully amalgamate pedagogy and technology in teaching and learning. It may also lead to significant enhancements and integrations of curriculum design. This chapter discusses the implementation of the i2Flex methodology, which is a type of blended learning, in a math classroom at ACS Athens, Greece. The definitions of the methodology are stated and the classroom applications are described. A middle school math teacher and the Math Studio coordinator designed a specific unit of work in mathematics in order to convert it to i2Flex delivery. The classroom atmosphere is described in detail, and a range of considerations about the methodology is discussed. Finally, the Community of Inquiry (CoI) framework is discussed as an evaluation tool of the methodology for the success of the methodology.

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Meda, Lawrence. "Strengthening Internationalisation of the Curriculum in Higher Education". W Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 281–94. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch017.

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Internationalisation has become a buzzword in institutions of higher learning today. Universities are challenged to find ways of making their curriculum have international dimensions. This chapter presents a case study on how to enhance internationalisation in an engineering programme piloted at a university of technology in South Africa. Daniel Stufflebeam's Context, Input, Process and Product evaluations model was used as a theoretical framework. Data was collected using semi-structured interviews with the Dean of the faculty, Head of department and a programme coordinator. The findings suggest that a mobile profession like engineering requires purposeful integration of internationalisation in order to increase graduates' chances of being active participants in a global economy.

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Vasirani, Matteo, i Sascha Ossowski. "Exploring the Potential of Multiagent Learning for Autonomous Intersection Control". W Multi-Agent Systems for Traffic and Transportation Engineering, 280–90. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-226-8.ch013.

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The problem of advanced intersection control is being discovered as a promising application field for multiagent technology. In this context, drivers interact autonomously with a coordination facility that controls the traffic flow through an intersection, with the aim of avoiding collisions and minimizing delays. This is particularly interesting in the case of autonomous vehicles that are controlled entirely by agents, a scenario that will become possible in the near future. In this chapter, the authors seize the opportunities of multiagent learning offered by such a scenario, by introducing a coordination mechanism where teams of agents coordinate their velocities when approaching the intersection in a decentralized way. They show that this approach enables the agents to improve the intersection efficiency, by reducing the average travel time and so contributing to alleviate traffic congestions.

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Mutohar, Agus, i Joan E. Hughes. "Toward Web 2.0 Integration in Indonesian Education". W Professional Development and Workplace Learning, 1867–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch102.

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Numerous efforts have been made to reform education to address globalization both in developed and developing countries. The integration of technology in education has been one vital reform effort in developing countries to prepare graduates for 21st century workplaces, which are digitally robust. Web 2.0 technologies are becoming prominent educational and workplace tools. This literature review of Indonesian government policies, NGO initiative reports, and contemporary research explores the integration of Web 2.0 in Indonesian education using an ecological perspective by introducing the Indonesian national educational policy and laws, describing national and non-government organizations' initiatives focused on Web 2.0 integration, identifying salient national and local challenges preventing Web 2.0 integration, and proposing strategies for future planning and research. Challenges identified include lack of technological facilities, an absence of technology standards in education, a standardized testing culture, lack of coordination between government levels (national to local), lack of professional development, and a need for strong school technology leadership. The authors recommend Indonesia engage in comprehensive, visionary planning for Web 2.0 integration with strategies to meet local needs, invest in professional development and technology specialist positions, and advance mobile Web 2.0 computing and BYOT/D initiatives. Future research could examine how ecological factors at the national, provincial, and local levels coordinate to best establish Web 2.0 integration in education at the school level.

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Streszczenia konferencji na temat "Learning technology coordinator"

Mbali, Msizi, i Angela James. "A TUTOR’S PERSONAL AND PROFESSIONAL EXPERIENCES OF TUTORING IN A SCIENCE TEACHER EDUCATION MODULE". W 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.139.

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Student tutoring in innovative teaching and learning practices promotes personal and professional learning. Experiential learning theory underpins this research. An interpretive, qualitative approach and narrative strategy with purposive sampling was used. The tutor narrative accounts of tutoring the Research and Service-Learning module in Biological Science Education were compiled from a reflective diary, coordinator - tutor discussions and tutor notes. The qualitative data were analysed using descriptive content analysis. The tutor’s self-confidence, language competence, understanding and application of research and Service-Learning and engagements with students were greatly improved. Keywords: experiential learning, pre-service teacher, teacher education, tutor’s personal and professional experiences.

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Lin, Fang-Ling, i Guey-Fa Chiou. "The brokerage work of school technology coordinators". W 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386012.

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"Service-Oriented Coordination Platform for Technology-Enhanced Learning". W 3rd International Workshop on Enterprise Systems and Technology. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0004463000300047.

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Wei, Xiguang, Quan Li, Yang Liu, Han Yu, Tianjian Chen i Qiang Yang. "Multi-Agent Visualization for Explaining Federated Learning". W Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/960.

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As an alternative decentralized training approach, Federated Learning enables distributed agents to collaboratively learn a machine learning model while keeping personal/private information on local devices. However, one significant issue of this framework is the lack of transparency, thus obscuring understanding of the working mechanism of Federated Learning systems. This paper proposes a multi-agent visualization system that illustrates what is Federated Learning and how it supports multi-agents coordination. To be specific, it allows users to participate in the Federated Learning empowered multi-agent coordination. The input and output of Federated Learning are visualized simultaneously, which provides an intuitive explanation of Federated Learning for users in order to help them gain deeper understanding of the technology.

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Rivero-Perez, Maria Dolores, Maria Luisa González-SanJosé, Pilar Muñiz, José Manuel Ena Dalmau, Miriam Ortega-Heras, Mónica Cavia-Saiz i Beatriz González-González. "COORDINATION IN THE DEVELOPMENT OF TRANSVERSAL COMPETENCES IN THE DEGREE OF FOOD SCIENCE AND TECHNOLOGY". W International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0460.

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Martinez, Rosario, Garyfallia Kapravelou, Cristina Mesas, Milagros Galisteo, Francisco Arrebola, Luis Miguel De Pablos, Francisco Amaro, Reyes Artacho, Jesús María Porres i María López-Jurado. "DIGITAL TECHNOLOGY IMPLEMENTED TO IMPROVE THE COORDINATION OF TEACHING IN PHARMACY, NUTRITION AND FOOD TECHNOLOGY: THE BACHELOR'S DEGREES ELEVEN YEARS LATER". W 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0336.

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Eberth, John F., Jay Porter, Egidio E. Marotta i Leroy S. Fletcher. "Integration of Heat Conduction Measurement Systems Into Engineering Technology Education". W ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81345.

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Modern engineering technology education necessitates realistic, cross disciplinary research projects. Maintaining these research opportunities within the university is an effective way for undergraduate students to practice their profession while assisting with graduate level research. In the heat conduction laboratory, the Mechanical Engineering Department at Texas A&M has joined with the Department of Engineering Technology and Industrial Distribution to create a novel learning environment beneficial to both students and professors. The goal of this project is to design and implement an improved thermal test chamber using mechatronic concepts. Similarly, the educational goal is to have engineering technology students apply their classroom based learning to a real-world application and to coordinate their efforts with a diverse background of advisors and engineers.

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Qiyun Wang i Huay Lit Woo. "Facilitating coordination in the collaborative learning process". W 2010 2nd International Conference on Education Technology and Computer (ICETC). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529271.

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Milosevic, Dragan, i Sahin Albayrak. "Speeding Coordination by Combining Analytical and Inductive Learning". W 2007 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Workshops. IEEE, 2007. http://dx.doi.org/10.1109/wiiatw.2007.4427632.

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Milo, Dragan, i Sahin Albayrak. "Speeding Coordination by Combining Analytical and Inductive Learning". W 2007 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Workshops. IEEE, 2007. http://dx.doi.org/10.1109/wi-iatw.2007.97.

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Raporty organizacyjne na temat "Learning technology coordinator"

Salter, R., Quyen Dong, Cody Coleman, Maria Seale, Alicia Ruvinsky, LaKenya Walker i W. Bond. Data Lake Ecosystem Workflow. Engineer Research and Development Center (U.S.), kwiecień 2021. http://dx.doi.org/10.21079/11681/40203.

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The Engineer Research and Development Center, Information Technology Laboratory’s (ERDC-ITL’s) Big Data Analytics team specializes in the analysis of large-scale datasets with capabilities across four research areas that require vast amounts of data to inform and drive analysis: large-scale data governance, deep learning and machine learning, natural language processing, and automated data labeling. Unfortunately, data transfer between government organizations is a complex and time-consuming process requiring coordination of multiple parties across multiple offices and organizations. Past successes in large-scale data analytics have placed a significant demand on ERDC-ITL researchers, highlighting that few individuals fully understand how to successfully transfer data between government organizations; future project success therefore depends on a small group of individuals to efficiently execute a complicated process. The Big Data Analytics team set out to develop a standardized workflow for the transfer of large-scale datasets to ERDC-ITL, in part to educate peers and future collaborators on the process required to transfer datasets between government organizations. Researchers also aim to increase workflow efficiency while protecting data integrity. This report provides an overview of the created Data Lake Ecosystem Workflow by focusing on the six phases required to efficiently transfer large datasets to supercomputing resources located at ERDC-ITL.

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