| 1. |
- Busoch Morlán, Carmen B, et al.
(författare)
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La formación investigativa curricular con ayuda de la integración de un sistema de gestió del aprendizaje (Moodle Cebrio), tic y e-learning para ingenierías
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Se expone la experiencia alcanzada en el desarrollo docente-metodológico de las asignaturas relacionadas con la formación investigativa (Metodología de la Investigación Científica), y su impartición semipresencial con el empleo combinado de un Sistema de Gestión del Aprendizaje (SGA: MOODLE), las TIC y las técnicas de Elearning (Enseñanza flexible basada en Problemas), donde se emplean diversos recursos y actividades de la plataforma (Foros, Videos, Encuestas, Cuestionarios, Tareas, etc.) para lograr la motivación y adecuada orientación del desarrollo de la investigación de los participantes durante la elaboración de un proyecto científico-investigativo.
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| 2. |
- Christie, Michael, 1946, et al.
(författare)
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Barriers to innovation in online pedagogy
- 2009
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Ingår i: European Journal of Engineering Education. - : Taylor & Francis Ltd.. - 0304-3797 .- 1469-5898.
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Konferensbidrag (refereegranskat)abstract
- In this article, the authors report on a study that was carried out at the University College of Boras. Teachers using an online learning platform (WebCT) were surveyed to see to what extent they made use of the various features available to them on the learning platform. The extent to which teachers employed all the features was low. The article provides comparative details about the use of the various features (chat, discussion forums, assessment etc) and analyses reasons for their underutilisation. This case study is used to make more general points about pedagogy of online learning and discusses the need for greater cooperation between all the stakeholders involved in putting courses online. It can be counter productive for a university to simply impose a learning management system upon its teaching staff and decree that they put their courses online. If a university is concerned with quality and innovation in the education it offers its students, then a great deal of groundwork needs to be done if teachers and students are going to get the most out of a move to blended or online learning. This article offers a number of recommendations for ensuring that teachers embrace rather than resist a move to innovative and quality assured online education. (Contains 1 note and 2 figures.)
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| 3. |
- Christie, Michael F, et al.
(författare)
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UKeU and Sweden’s Net University : a comparative study
- 2007
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Konferensbidrag (refereegranskat)abstract
- In this position paper the authors compare and contrast two large scale government initiatives to increase online learning in higher education. Both initiatives began around the same time and similar amounts of money were expended. In February 2000 the British government established the UKeU (UK eUniversities Worldwide Limited). The aim was to create ‘a single vehicle for the delivery of UK universities higher education programmes over the internet’. The Government allocated GBP62 million to the Higher Education Funding Council for England (HEFCE) for the project over the period 2001-2004. On 28 February 2004 the HEFCE effectively scrapped the UKeU after spending just on GBP50 million. UKeU had managed to attract 900 out of a projected 5, 600 students. A House of Commons Select Committee (March 2005) damned the experiment as a ‘terrible waste of public money’. At the beginning of 2002 the Swedish government also allotted a large sum of money (in total SEK470 million) to create the Swedish Net University. The Net University is still in existence and acts as a portal for students wishing to study online. Despite the name it is not a university with academic staff. A small number of technicians and administrators look after a website where students can search for and enrol in courses offered by universities who cooperate in the Net University venture. Its base consists of 35 participating universities. Online course offerings (subjects) have risen steadily from 1,000 in the first year to just over 3000 in 2007. Today about 80 full programmes have been registered. In this paper we study the reasons for the success of Sweden’s Net University and compare it with the failure of UKeU. In our conclusion we make a number of recommendations and point out some important lessons that can be learned from a comparison between two large scale government e-learning initiatives
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| 4. |
- Christie, Michael, et al.
(författare)
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Lecturer engagement in the use of interactive tools in learning management systems. A Swedish case study.
- 2011
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Konferensbidrag (refereegranskat)abstract
- Abstract: In this paper the authors argue that although Higher Education researchers have been largely responsible for the creation of the Internet, university lecturers have been far less innovative and active in their use of this form of Information Communication Technology (ICT). To support our case we use our own research to show the manner and extent to which a Learning Management System (LMS) is used by a sample of teachers from an Engineering Department in Sweden. We also analyze the use of interactive LMS tools by lecturers who undertake staff development courses. The teachers in our two samples make very little use of online asynchronous discussions (OADs) either as teachers or as students. We use logic and the literature to explain this phenomenon and make some recommendations for improving the scholarly, innovative and pedagogical use of LMS in both staff development and mainstream university courses.
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| 5. |
- Garrote Jurado, Ramon, 1962-, et al.
(författare)
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A digital tool for improving enrolment and completion rate of Masters' Studies
- 2018
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Konferensbidrag (refereegranskat)abstract
- This paper presents a project, funded by Erasmus +, Strategic Partnership and conducted in by three European universities from; Sweden, Spain and the UK, in cooperation with a software company. The project aims to remediate the problem of masters' students who do not get their degree within the allocated time or even drop out from universities. The underlying cause is identified as students that have the formal prerequisites to register for a master's programme may still lack crucial previous knowledge and/or abilities to manage the studies.The suggested solution was to develop learning resource modules for four different master's programmes in Europe and create a HTML5-platform to house them. The modules are intended to illustrate the different abilities and level of previous knowledge that applicants are supposed to bring into their studies by a suitable entry profile for the master's course identified by lecturers.The access modules provides potential students with a self-assessment test divided in twelve parts. A visualization of the level of the twelve different skills or field of knowledge are then compared to the suitable entry profile for the master's course. Whenever weak spots in the prospective students´ ability are identified, the students are presented with a series of learning interventions designed to remedy flaws in their ability.The authors argue that the use of similar access modules could improve enrolment, completion rate, time-to-degree and retention in a wide range of educations.
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| 6. |
- Garrote Jurado, Ramon, et al.
(författare)
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Adaptation, design and implementation of engineering education to limited internet access
- 2010
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Konferensbidrag (refereegranskat)abstract
- Abstract – This paper is a description of the design and implementation of a course within the project USo+I: Universidad, Sociedad e Innovación financed by the European Union, within the ALFA III program. The course was an introduction to the handling of Learning Management Systems (LMS) first conducted at Instituto Superior Politécnico José Antonio Echeverría, Facultad de Ingeniería Eléctrica, Havana, Cuba. The course was divided as two weeks of on-campus lectures and workshops followed by distance learning for three months, altogether corresponding to ten weeks of full time studies. Pedagogically and methodically the course was planned within the concept of Problem Based Learning (PBL). All course material was open educational resources freely available on the internet. The design of the course also had to consider the problems of limited access to computers and internet, both during the course and in the lecturers´ future practice. The solution was to have the LMS “Moodle” and other software executable from USB-memories and all course material available from the same USB-memory sticks. How this design can meet the given considerations is discussed.
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| 7. |
- Garrote Jurado, Ramon, et al.
(författare)
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Assisting engineering educators from developing countries with the design and implementation of online learning
- 2010
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Ingår i: Joint International IGIP-SEFI Annual Conference 2010, Trnava, Slovakia, 19-22 September 2010.
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Konferensbidrag (refereegranskat)abstract
- In this paper the authors report on a course that was given in Cuba in 2010. The funding for the course came from the European Union, within the ALFA III program. The project was called US0+I; Universidad, Sociedad e Innovación and its aim was to facilitate the exchange of educational methodology and pedagogy between the partner countries that made up the US0+I consortium. Within this project the University of Boras was assigned the task of giving the above mentioned course about the use of Learning Management Systems (LMS) in Higher Education. This paper describes the design and implementation of the course, with emphasis on how it was adapted to meet the needs of lecturers in a developing country. It also analyzes the results of research data that was collected during the duration of the course. The main aim of the research was to more clearly define key questions and issues in the area of cross cultural use of Information Communication Technology (ICT) as part of a larger action research project concerning ICT and cross cultural equity. The basic question that drives this research project is: What technical, social, economic and cultural differences affect the implementation of LMS in developed as compared to developing countries?
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| 8. |
- Garrote Jurado, Ramon, et al.
(författare)
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Attitudes amongst lecturers in engineering education : the use of learning management systems in developing countries
- 2012
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Konferensbidrag (refereegranskat)abstract
- In this investigation a group of lecturers in engineering education in Cuba that took part in an introduction course about the use of Learning Management Systems (LMS) gave their opinions about the future use of LMS. The answers show that the lecturers, even though they had little experience in handling a LMS, believed that they could benefit from the use of a LMS in the future and that they are prepared to use the programs as soon as they get proper training and the access to computers and internet is sufficient. It is pointed out that the possibility to improve efficiency, quality and availability of education by the use of a LMS depends on the system being fully implemented. In view of these findings the authors recommend that universities in developing countries take immediate steps to give lecturers training in the handling of LMS and encourage them to prepare for an extensive use of LMS as soon as the access to computers is sufficient.
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| 9. |
- Garrote Jurado, Ramon, 1962-, et al.
(författare)
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ATTITUDES AND UTILIZATION OF OPEN EDUCATIONAL RESOURCES
- 2015
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Ingår i: 8TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION, SEVILLE, SPAIN, NOVEMBER 16-18, 2015. - Seville. - 9788460826576
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Konferensbidrag (refereegranskat)abstract
- The use of Open Educational Resources (OER) by a number of Latin American lecturers and their students is presented. The respondents were divided in four groups, one each in Cuba, Guatemala, Peru and Brazil. They all participated in a course given by the first author of this paper about the use of learning management systems in the year 2010-12. In that course only OER were used and the participants were strongly encouraged to utilize OER in their work. Two weeks into the course the participants responded to a questionnaire with a number of statements about the use and sharing of free material on the internet.In this study the lecturers´ opinions about the use of OER at that time are compared with the use of OER by the lecturers and their students about one year after the course was finished.In all four groups the answers to the first questionnaire showed that, even though the idea to utilize free course material in higher education was new to most of them, the lecturers were positive to the idea of utilizing OER and most of them were prepared to make material of their own available to others.The results from the first and the second occasion are strongly correlated; the conclusion is that the attitude of the lecturers is of critical importance for the acceptance of OER. The results are consistent with the assumption that many lecturers can find plenty of useful free course material once they are made aware of OER and have methods to disseminate it to their students.The authors adhere to the opinion that OER could increase the quality of education and contribute to the availability of education worldwide. In order to stimulate the production and dissemination of OER the authors recommend that institutions of education worldwide encourage lecturers to take part in the free sharing of material on the internet.
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| 10. |
- Garrote Jurado, Ramón, 1962-, et al.
(författare)
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Barriers to the utilization of educational software
- 2022
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Ingår i: ICERI2022 Proceedings. - Seville, Spain : IATED. - 9788409454761
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Konferensbidrag (refereegranskat)abstract
- Quantitative data about the use of various tools in the Learning Management System (LMS) in the year 2004, the academic year 2009-2010 and 2018 at a small Swedish university confirm the notion that increased use of educational software usually does not lead to a wider use of collaborative pedagogical methods. This paper aims to explain why lecturers predominantly use LMS to distribute documents to students, rather than to facilitate collaborative learning and interaction. A survey of lecturers and students’ perceptions collected in the spring of 2019 with an online questionnaire provided additional qualitative data.The authors discuss the situation with restrictions due to the Corona pandemic and a change of LMS in the years 2019-2022 as a problem to both the education process and the collection of data, but also as an opportunity to accelerate the implementation of on-line digital methods. It remains to be seen if the increased use of off-campus methods in 2020 to 2022 will be persistent over time. In their conclusions the authors assert that a wider use of the tools for interaction depends on pedagogical practices built on social constructivist, learner centered theories of learning. They suggest that if higher education is only justified by the impact on economic growth, creation of new jobs and new products rather than as a means for personal growth and development, it works as a barrier to the use of pedagogical methods intended to elicit student activity and promote the creation of learner communities and shared perspectives.
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