Catálogo de publicaciones - libros

In this paper we show how three-dimensional virtual reality models can be used in teaching the structures and functions of hydraulic components. This technique allowed the teacher to show exactly how a slide moved inside a valve and how it affected on the opening of flow orifices thus increasing or decreasing the flow. Students were taken on a tour inside components to examine the critical points in component behaviour. The use of virtual reality benefits the students in learning hydraulic phenomenon faster and more accurately. In this paper the techniques and use of virtual reality system in teaching and research are presented.

Browsing strategies have been studied mostly from the browsing patterns point of view. In this paper the browsing strategies have been approached with statistical methods. As a final result, a three-cluster browsing strategy model was defined according to empirical data, collected from web-based course. This model could be used as a background for constructing adaptive navigation for web-based learning material. Also a revised framework for navigation is presented.

The article presents pedagogical and technological applications developed and studied as part of the research project ‘Web-supported Mental Tools in Technology Education’ at the University of Lapland. The applications allow simulation tools, modern network-based solutions that support learning, and other mental tools, as well as traditional and modern digital learning materials, to be smoothly integrated into normal teaching-studying-learning activity. For example, efforts have been made make use of edutainment as part of the nature of tools and materials and game-like interactivity to enhance the learning process. The broader framework for the model of learning activity that is being developed and studied in the project centers on the question how and through which learning activity (learning process) study and learning in the field of electric technology and electronics (technical work and technology education) can be organized to take into account the challenges posed by the post-industrial information society.

Many E-training environments and processes are based on participatory learning models in which participants share their understandings and aim to develop new insights into their workplace knowledge through discussion, questioning, mentoring and personal reflection. Knowledge production is assumed to occur through the cumulative effect of these actions. However, equally likely outcomes include the sharing of ignorance or the development of erroneous understandings. Cognitive and social views of learning posit, however, that humans learn by thinking (not just by interacting), and that unless this is explicitly taken into account in developing training programs, optimal learning outcomes may not be achieved. This paper examines the importance of incorporating cognitive and social-learning perspectives in E-training environments in order to maximise the potential for optimal learning to occur, and provides suggestions for a synthesis of participatory and cognitive models.

This paper discusses an ongoing project which aims to examine the collaborative and game-based pedagogical models underpinning network-based education (NBE). These models are derived from didactic and pedagogical thinking on teaching—studying—learning (TSL) process. The research design is based on a qualitative approach, complemented with ethnographic study and participant observation in addition to thematic interviews and web-based questionnaires. The data of the study consists of two cases: 1) The national program on educational use of ICT study program in Higher Education and 2) The game-based simulations in NBE, which analyses how a collaborative and game-based models support TSL process in NBE. This paper briefly presents the background of the study and describes some preliminary findings of the teachers’ and students’ conceptions of NBE from the higher education case. The outcomes of the study will be pedagogical models and principles to be used when designing and assessing NBE.

This paper reports on Phase 1 of a project that investigates the personal and institutional factors influencing the effectiveness of information technology based training on the uptake and integration of IT in the work-place. The results show that personal factors such as attitudes towards IT and confidence in using it affect the trainees’ abilities and willingness to use it in the work place. Institutional factors, such as the organization and delivery method of the training, the understanding of the trainee’s needs and the design of the training programmes have been shown to limit the effectiveness of the training. The personal factors in the model are based on the Theory of Planned Behaviour, and the institutional factors have been identified from previous empirical evidence. Both have been adjusted to accommodate the results of Phase 1.

Technological developments in ubiquitous and mobile computing offer possibilities to all levels of education and, due to their non-reliance on traditional communications infrastructure, they offer emerging countries an opportunity to jump ahead. Exactly how these technologies should best be used in education, however, is not completely clear at this time. It is important that further work be done in evaluating potential uses of mobile computing in education. This focus group recommends that TC3 set up a Task Force on mobile learning to conduct these investigations.

This paper reports on an evaluation of online learning in a large Australian undergraduate first year university subject. A central focus is the effectiveness web based learning and its implications for facilitating transition pathways into a new learning environment by new university students. The research is situated within a framework of action research and curriculum evaluation by exploring the different uses of a subject web site. Student postings on the web site bulletin board were evaluated. The interpretive content analysis indicates that the online mode of delivery is most beneficial in the distance education mode acting as a socialization and inter-relational device.

Overall, students have evaluated the tutoring processes at the Virtuelle Fachhochschule—Virtual University of Applied Sciences—positively. The interviewees, however, gave very different opinions, which varied with the individual needs of the student. The fields in which our tutoring was offered (including social, professional, technical and organisational aspects) and other crucial factors (i.e. response times of tutors) received diverse ratings. The variety of these responses was summed up in proposals for improvement, which, among others, suggested more flexible communication, tutoring and doctrine. Furthermore, a stronger integration of a conventional academic doctrine was suggested.

The Department of Research Methodology at the University of Lapland is developing a model for the planning, implementation and evaluation of education in the field of Information Technology (IT). The model draws on the concept of client-centeredness, and makes use of regional cooperation in order to carry out the universities’ third task. The principal method used in the research is a constructive approach. The model is being developed, and its usability evaluated, in the context of two extensive degree programs at the Department of Research Methodology.