http://hdl.handle.net/10453/250 2013-05-24T07:42:07Z http://hdl.handle.net/10453/19394 Want to change learning culture: provide the opportunity Willey Keith; Gardner Anne Wilmar Hernandez Many students resist having to take responsibility for their own learning rather expecting this to be the responsibility of their teaching academics. This resistance is often associated with Asian cultures where there is a perception of a reliance on rote learning and passively being taught Furthermore, undertaking collaborative activities may be more difficult when students are not being taught in their primary language. While teaching an undergraduate engineering science program in Hong Kong the authors had initially found it difficult to motivate students to actively participate in their learning. ln response, learning activities were redesigned to promote a culture of learning rather than a focus on passing a series of assessments. We found that despite some initial apprehension students enthusiastically engaged in collaborative learning when given the opportunity. Furthermore, formative activities freed students from the burden of strategically collecting marks, allowing them to focus on learning, enjoy the activities and take responsibility for their own progress. 2011-01-01T00:00:00Z http://hdl.handle.net/10453/19395 Development of Agent-Based Intelligent Tutoring System for Teaching Object-Oriented Programming Concepts Goyal Madhu Nagib Callos, Jose Carrasquero, Angel Oropeza, Andres Tremante, Friedrich Welsch Agent-based technology can be used in developing educational tutoring systems. An Intelligent Tutoring System, named as `ProgTool¿ has been developed for teaching object-oriented programming concepts. The `Prog-Tool¿ has been developed using JADE (Java Agents Development Environment) framework. This system helps the students to learn about Objects, Classes and other programming concepts by taking tutorials from it sitting anywhere and anytime. This paper shows that usage of `Prog-Tool¿ helps students with topic sequencing, visual representation, and choice of multiple exercises and tests on each topic makes it a very useful for students. 2011-01-01T00:00:00Z http://hdl.handle.net/10453/19397 How iVideos Inspire Teacher Learning. Kearney Matthew P. Resta This paper reports on the findings of a study investigating the efficacy of learner-generated 'Ideas Video' tasks in pre-service teacher education. It explores the experiences of student teachers and their lecturer interacting with this succinct, advocacy-style video genre. The findings indicate this immersive task, modelling a design-based pedagogy involving student teachers as filmmakers, leveraged rich outcomes in relation to their professional knowledge, beliefs and competency development. The study adds to the growi ng literature base espousing the significant roles of learner-generated digital video projects in teacher education. 2012-01-01T00:00:00Z http://hdl.handle.net/10453/19396 An emerging learning design for student-generated 'iVideos' Kearney Matthew; Jones Glynis; Roberts Lynn Cameron, L. & Dalziel, J. This paper describes an emerging learning design for a popular genre of learner-generated video projects: Ideas Videos or iVideos. These advocacy-style videos are short, two-minute, digital videos designed â¿¿to evoke powerful experiences about educative ideasâ¿ (Wong, Mishra, Koehler & Siebenthal, 2007, p1). We draw on a recent study in teacher education to present a structured description of a pedagogical approach to iVideo filmmaking. A visual learning design representation (Agostinho, Harper, Oliver, Hedberg & Wills, 2008) and a LAMS-based generic learning design template (Cameron, 2008) form part of this description. 2011-01-01T00:00:00Z