Durante la ultima decada el campo del aprendizaje multimediado ha emergido como una disciplina coherente basada en la investigacion. El Manual presenta un panorama actualizado y comprensivo de ambos. Este tipo de aprendizaje tiene lugar a traves de palabras (textos orales e impresos) e imagenes (ilustraciones, fotografias, mapas, animaciones, video). El Manual se centra en el modo en que se aprende con estos recursos en contextos mediados por la computadora.

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The Cambridge Handbook of Multimedia Learning

Handbook of Research on Social Software and Developing Community Ontologies

This study investigates the effect of computer animation on assessment and the conditions under which animation may improve or hinder assessment of conceptual understanding in physics. An instrument was developed by replacing static pictures and descriptions of motion with computer animations on the Force Concept Inventory, a commonly used pencil and paper test. Both quantitative and qualitative data were collected. The animated and static versions of the test were given to students and the results were statistically analyzed. Think-aloud interviews were also conducted to provide additional insight into the statistical findings. We found that good verbal skills tended to increase performance on the static version but not on the animated version of the test. In general, students had a better understanding of the intent of the question when viewing an animation and gave an answer that was more indicative of their actual understanding, as reflected in separate interviews. In some situations this led students to the correct answer and in others it did not. Overall, we found that animation can improve assessment under some conditions by increasing the validity of the instrument.

Impact of Animation on Assessment of Conceptual Understanding in Physics

It wasn't me

The existence of educational applications that have been widely used in various universities creates new learning styles. One of the most frequently used online-based learning applications is Quizizz. Nowadays, Quizizz is commonly used as an assessment tool in almost all levels of education. This study aimed to explore students' views in using Quizizz as an assessment tool in an English class. This article employed a case study as a method. A semi-structured interview was utilized to gather the data. The participants of this research were students in one of the private universities in Yogyakarta. The results revealed that some of the students' views regarding the use of Quizizz are: (1) an interesting tool, (2) encouraging students' confidence, (3) increasing students' motivation, and (4) improving reading ability. Furthermore, the students gave a positive response to the use of Quizizz in the classroom. These findings contributed to a better understanding regarding the positive response to the use of Quizizz application as an assessment tool, particularly for the Indonesian teachers. In conclusion, several findings were highlighted.

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Exploring Students' Views in the Use of Quizizz as an Assessment Tool in English as a Foreign Language (EFL) Class

Web 2.0 tools provide enormous opportunities for teaching and learning, yet their application in education is still underdeveloped. What is more, it is no longer possible for teachers to ignore such a technological advance, while they are expected to provide students with opportunities to take control of their learning. However, teachers are still reluctant with technology integration. This paper introduces four Web 2.0 tools; Blogger, StripGenerator, Go!Animate, and Google Forms, that are free and easy to use, in an effort to motivate teachers with low technological skills in integrating them into their instruction practices. The aforementioned tools comprised the curriculum in a blended-learning professional development course for in-service teachers and attracted many favourable comments from the participants.

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Web 2.0 Tools For Supporting Teaching

The purpose of this review is to analyze and evaluate the research findings on using Plagiarism Detection Services (PDS) in universities. In order to do that, conceptual issues about plagiarism are examined and the complex nature of plagiarism is discussed. Subsequently, the pragmatic forms of student plagiarism are listed and PDS strategies on detecting plagiarism are accounted briefly. Research findings are categorized into four interconnected areas: (a) effectiveness and efficiency of PDS; (b) university and course context; (c) perceptions and attitudes towards use of PDS from educators; and (d) perceptions and attitudes towards use of PDS from students. Finally, the authors discuss their own perspective on the issue of implementing PDS in various educational contexts.

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Plagiarism: Examination of Conceptual Issues and Evaluation of Research Findings on Using Detection Services.

The paper presents the course design and evaluation methods of an online community of inquiry that is developed in a blended learning training course for in-service teachers working in public K-6 schools in Greece. The course content is about digital storytelling, its educational value, and the use of supportive web 2.0 tools for developing digital stories. It lasts four weeks and is carried out mostly online with two face-to-face meetings, one at the beginning and one at the end of the course. The instructional design and evaluation of the course is based on the community of inquiry model of Garrison, Anderson & Archer (2000). Based on the preliminary findings, since the course is still in progress, the course design is found to be sound and in line with the relevant literature. Keywords: community of inquiry model, digital storytelling, professional development, teacher training, online learning

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Community of Inquiry Development in a Blended Learning Course for In-service Teachers

The use of PowerPoint is widespread in classroom teaching, yet no studies exist that investigate how its use affects teacher sense of efficacy. Teacher sense of efficacy, understood as the teachers’ judgment of their capability to make differences in students’ learning, affects the effort teachers invest in teaching, the goals they set, and their level of aspiration. It has been found that highly efficacious teachers use a variety of teaching strategies and are more willing to integrate new technologies in their teaching practices. As the number of teachers who use presentation tools in their classroom increases, it would be valuable to know whether and how their use affects teacher sense of efficacy. This study expands the current literature on teacher sense of efficacy by investigating how the use of PowerPoint in the classroom relates to the construct. In order to measure whether PowerPoint use affects teacher sense of efficacy, we developed a self-administered questionnaire based on the Ohio State Teacher Efficacy Scale (OSTES) and adapted it to measure the effect of PowerPoint use in teacher efficacy. Twenty five in-service teachers who use PowerPoint quite often in their practices participated in this study. The results show that PowerPoint use has a general positive impact on teacher sense of efficacy.

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Christos Pappos

Papers

Web 2.0 Tools For Supporting Teaching

Plagiarism: Examination of Conceptual Issues and Evaluation of Research Findings on Using Detection Services.

Community of Inquiry Development in a Blended Learning Course for In-service Teachers

The Impact of Powerpoint Use on Teacher Sense of Efficacy