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The primary objective of this research was to investigate the effects of model-based science instruction on the conceptual development of 7th grade students in the topic of electricity. This qualitative research was conducted during the 2022-2023 academic year, using purposive sampling method. The study comprised 33 7th grade students (18 boys and 15 girls) from a secondary school located in the city center of the Aegean Region. Students' conceptions were introduced as a conceptual framework representing individuals' mental models. In the study, a conceptual understanding test consisting of five open-ended questions was developed as a data collection tool within the framework of the related literature and science curriculum. In order to evaluate the effects of the designed learning environment, this achievement test was administered to students before and after the instruction. Rubric was used in the analysis of the obtained data. Analyzes were carried out by one researcher and their accuracy was checked by another researcher. The effectiveness of the learning environment is based on the comparison of the pre- and post-test findings. The implementation process lasted 12 lesson hours. The data were analyzed descriptively and classified according to their conceptual knowledge levels. Conclusively, the study demonstrated that the implementation of model-based lessons within the 'Electric Circuits' unit had positive impact on the conceptual development of 7th grade students. In addition, model-based learning sequence reduced misconceptions of students about the topic of electric. Based on these results, model-based teaching was recommended to teachers in the instruction processes and researchers were recommended to investigate features of models and the nature of modeling, the relation between students' knowledge about modeling and the quality of the models they create. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 520-537.] more...

These proceedings contain the papers of the International Conference e-Learning 2013, which was organised by the International Association for Development of the Information Society and is part of the Multi Conference on Computer Science and Information Systems (Prague, Czech Republic, July 23-26, 2013). The e-Learning 2013 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepts submissions in the following seven main areas: Organisational Strategy and Management Issues; Technological Issues; e-Learning Curriculum Development Issues; Instructional Design Issues; e-Learning Delivery Issues; e-Learning Research Methods and Approaches; e-Skills and Information Literacy for Learning. Keynote papers in these proceedings include: (1) Thoughts on the Quality of Learning in MOOCs (Thomas C. Reeves); and (2) Social Networks as the support of the e-Learning (Jan Lojda). Full papers in these proceedings include: (1) Evaluation of Visual Computer Simulator for Computer Architecture Education (Yoshiro Imai, Masatoshi Imai and Yoshio Moritoh); (2) Understanding Children's Museum Learning from Multimedia Instruction (Asmidah Alwi and Elspeth McKay ); (3) How Does the "Digital Generation" Get Help on Their Mathematics Homework? (Carla van de Sande, May Boggess and Catherine Hart-Weber); (4) Productization and Commercialization of IT-Enabled Higher Education in Computer Science: A Systematic Literature Review (Irja Kankaanpää and Hannakaisa Isomäki); (5) Motivating an Action Design Research Approach to Implementing Online Training in an Organizational Context (Christine Rogerson and Elsje Scott ); (6) Social e-Learning in Topolor: A Case Study (Lei Shi, Dana Al Qudah and Alexandra I. Cristea); (7) Training Educators: Plan for Replicating the Experience (Ulanbek Mambetakunov and Marina Ribaudo); (8) Choosing Learning Methods Suitable for Teaching and Learning in Computer Science (Estelle Taylor, Marnus Breed, Ilette Hauman and Armando Homann); (9) Teaching AI Search Algorithms in a Web-Based Educational System (Foteini Grivokostopoulou and Ioannis Hatzilygeroudis ); (10) Digital Histories for the Digital Age: Collaborative Writing in Large Lecture Courses (Leen-Kiat Soh, Nobel Khandaker and William G. Thomas); (11) Promoting Scientific Literacy through the Online Argumentation System (Chun-Yen Tsai); (12) Using a Techno-Skepticism Framework to Evaluate the Perception and Acceptance of a New Online Reading List (Ajmal Sultany and Samantha Halford); (13) SMS-Based Learning in Tertiary Education: Achievement and Attitudinal Outcomes (Yaacov J Katz); (14) e-Portfolios @ Teacher Training: An Evaluation of Technological and Motivational Factors (Alfred Klampfer and Thomas Köhler ); (15) Effects of Facebook Tutoring on Learning English as a Second Language (Chang-hwa Wang and Cheng-ping Chen); (16) An Italian Experience of Social Learning at High School (Michelle Pieri, Davide Diamantini and Germano Paini); (17) Distance Education: Educational Trajectory Control (Andrey Isaev, Alla Kravets, Ludmila Isaeva and Sergey Fomenkov); (18) Leadership for Sustaining Pedagogical Innovations in ICT Implementation: A Case Study of Taiwanese Vocational High School (Yih-Shyuan Chen, Yu-Horng Chen, Shun-Jyh Wu and Fang-Kai Tang); (19) Towards to a Versatile Tele-Education Platform for Computer Science Educators Based on the Greek School Network (Michael Paraskevas, Thomas Zarouchas, Panagiotis Angelopoulos and Isidoros Perikos); (20) Adaptive Feedback Improving Learningful Conversations at Workplace (Matteo Gaeta, Giuseppina Rita Mangione, Sergio Miranda and Francesco Orciuoli); (21) Teachers Little Helper: Multi-Math-Coach (Martin Ebner, Martin Schön, Behnam Taraghi and Michael Steyrer); (22) Youflow Microblog: Encouraging Discussions for Learning (Rafael Krejci and Sean W. M. Siqueira); (23) Interaction Problems Accessing e-Learning Environments in Multi-Touch Mobile Devices: A Case Study in Teleduc (André Constantino da Silva, Fernanda Maria Pereira Freire, Alan Victor Pereira de Arruda and Heloísa Vieira da Rocha); (24) Integrating a Learning Management System with a Student Assignments Digital Repository. A Case Study (Javier Díaz, Alejandra Schiavoni, María Alejandra Osorio, Ana Paola Amadeo and María Emilia Charnelli); (25) On the Recommender System for University Library (Shunkai Fu, Yao Zhang and Seinminn); (26) Developing and Implementing a New Online Bachelor Program: Formal Adoption of Videoconferencing and Social Networking as a Step towards M-Learning (Roland van Oostveen and François Desjardins); (27) Developing a User Oriented Design Methodology for Learning Activities Using Boundary Objects (?lga Fragou and Achilles Kameas); (28) User Acceptance of a Haptic Interface for Learning Anatomy (Soonja Yeom, Derek Choi-Lundberg, Andrew Fluck and Arthur Sale); (29) e-Learning Software for Improving Students Music Performance Using Comparisons (M. Delgado, W. Fajardo and M. Molina-Solana); (30) A Digital Game for International Students Adjustments (Maryam Bisadi, Alton Y.K Chua and Lee Chu Keong); (31) Developing an ICT-Literacy Task-Based Assessment Instrument: The Findings on the Final Testing Phase (Jessnor Elmy Mat-jizat); (32) Peer Tutoring in the CIS Sandbox: Does it Work? (Mark Frydenberg); (33) e-Competent Teacher and Principal as the Foundation of e-Competent School e-Education, the Largest School Informatization Project in Slovenia 2008-2013 (Magdalena Šverc, Andrej Flogie, Maja Vicic Krabonja and Kristjan Percic); (34) Collaborative Tools in Upper Secondary School--Why? (Helle Mathiasen, Hans-Peter Degn, Christian Dalsgaard, Christian W Bech and Claus Gregersen); (35) Adaptation of Educational Text to an Open Interactive Learning System: A Case Study for RETUDIS (M. Samarakou, E.D. Fylladitakis, G. Tsaganou, J. Gelegenis, D. Karolidis, P. Prentakis and A. Papadakis); and (36) Using Podcasts in Distance Education (Herman Koppelman). Short papers in these proceedings include: (1) Big Data & Learning Analytics: A Potential Way to Optimize eLearning Technological Tools (Olga Arranz García and Vidal Alonso Secades); (2) Critical Factors in Mobile eLearning: A Quasi-Systematic Review (Sergio Assis Rodrigues, Rodrigo Pereira dos Santos, Lucas Arnaud and Jano Moreira de Souza); (3) Analysis of Instruction Models in Smart Education (JaeHyeong Park, JeongWon Choi and YoungJun Lee); (4) The History Harvest: An Experiment in Democratizing the Past through Experiential Learning (William G. Thomas and Patrick D. Jones); (5) Challenges of Mongolian e-Learning and An Improvement Method of Implementation (S.Baigaltugs, B. Munkhchimeg and J.Alimaa); (6) Towards a Trust Model in e-Learning: Antecedents of a Student's Trust (Woraluck Wongse-ek, Gary B Wills and Lester Gilbert); (7) Elemental Learning as a Framework for e-Learning (John V. Dempsey and Brenda C. Litchfield); (8) An Interactive Training Game Using 3D Sound for Visually Impaired People (Hsiao Ping Lee, Yen-Hsuan Huang and Tzu-Fang Sheu); (9) e-Learning Practice-Oriented Training in Physics: The Competence Information (Alla G. Kravets, Oxana V. Titova and Olga A. Shabalina); (10) Student Experiences on Interaction in an Online Learning Environment as Part of a Blended Learning Implementation: What is Essential? (Laura Salmi); (11) Usability Assessment of e-Cafe Operational Management Simulation Game (Chiung-sui Chang and Ya-Ping Huang); (12) System for Automatic Generation of Examination Papers in Discrete Mathematics (Mikael Fridenfalk); (13) Direction of Contents Development for Smart Education (YoungSun Park, SangJin An and YoungJun Lee); (14) Online Training in Australia (Joze Kuzic); (15) Using Facebook as a Virtual Classroom in a Public University in Mexico City (Miguel Angel Herrera Batista); (16) Exploring Competency Development with Mobile Devices (Maurice DiGiuseppe, Elita Partosoedarso, Roland Van Oostveen and Francois Desjardins); (17) A Study of the Metacognition Performance in Online Learning (Ya-Ping Huang and Chiung-Sui Chang); (18) Educational Company and e-Learning (František Manlig, Eva Šlaichová, Vera Pelantová, Michala Šimúnová, František Koblasa and Jan Vavruška ); (19) Structural Constructivism as an Epistemology for Professional e-Learning: Implications & Recommendations for the Design of ECPD Pedagogical Models (Gurmit Singh and Maggie McPherson); (20) e-Learning System for Experiments Involving Construction of Practical Electric Circuits (Atsushi Takemura); (21) Component-Based Approach in Learning Management System Development (Larisa Zaitseva, Jekaterina Bule and Sergey Makarov); (22) Learning Portfolio as a Service--A Restful Style (Shueh-Cheng Hu, I-Ching Chen and Yaw-Ling Lin); (23) Context Aware Recommendations in the Course Enrollment Process Based on Curriculum Guidelines (Vangel V. Ajanovski); and (24) A Model of e-Learning Uptake and Continued Use in Higher Education Institutions (Nakarin Pinpathomrat, Lester Gilbert and Gary B Wills). Reflections papers in these proceedings include: (1) The Development of Logical Structures for e-Learning Evaluation (Uranchimeg Tudevdagva, Wolfram Hardt and Jargalmaa Dolgor); (2) Ethics in e-Learning (Alena Bušíková and Zuzana Melicheríková); (3) A Comparative Study of e-Learning System for Smart Education (SangJin An, Eunkyoung Lee and YoungJun Lee); (4) Alternative Assessment Techniques for Blended and Online Courses (Brenda C. Litchfield and John V. Dempsey); (5) Assessing the Structure of a Concept Map (Thanasis Giouvanakis, Haido Samaras, Evangelos Kehris and Asterios Mpakavos); (6) Implementations for Assessing Web 2.0 on Education (Gabriel Valerio and Ricardo Valenzuela); (7) Storytelling: Discourse Analysis for Understanding Collective Perceptions of Medical Education (Yianna Vovides and Sarah Inman); (8) Perception and Practice of Taiwanese EFL Learners' Making Vocabulary Flashcards on Quizlet (Chin-Wen Chien); (9) A Study of Perceptions of Online Education among Professionals (Parviz Ghandforoush); and (10) The Design of the Test Format for Tablet Computers in Blended Learning Environments: A Study of the Test Approach-Avoidance Tendency of University Students (Takeshi Kitazawa). Posters in these proceedings include: (1) Blended Lessons of Teaching Method for Information Studies in Which Students Produce a Learning Guidance Plan (Isao Miyaji); (2) Factors Affecting Teenager Cyber Delinquency (Young Ju Joo, Kyu Yon Lim, Sun Yoo Cho, Bo Kyung Jung and Se Bin Choi); (3) Personalized Virtual Learning Environment from the Detection of Learning Styles (M. L. Martínez Cartas, N. Cruz Pérez, D. Deliche Quesada, and S. Mateo Quero); (4) Distance Online Course for Librarian in Mongolia, Reflection and Learned Lesson (Uranchimeg Tudevdagva and Garamkhand Surendeleg); (5) The Design and Development of a Computerized Attention-Training Game System for School-Aged Children (Tsui-Ying Wang and Ho-Chuan Huang); (6) Discovering Visual Scanning Patterns in a Computerized Cancellation Test (Ho-Chuan Huang and Tsui-Ying Wang); and (7) The Effects of Self-Determination on Learning Outcomes in a Blended Learning (Young Ju Joo, Kyu Yon Lim, Sang Yoon Han, Yoo Kyoung Ham and Aran Kang). Luís Rodrigues is an associate editor of the proceedings. Individual papers contain references. An author index is included. more...

Computer assisted vocabulary learning, i.e. specialized terminology acquisition, is a major tool to learning Languages for Specific Purposes (LSP) necessary to students' professionalization. One current area of research is digital game-based language learning because of its motivating qualities. This paper discusses electronics students' acquisition of specific vocabulary as related to the free game-based collaborative platform Check Your Smile (CYS), which is entirely devoted to learning LSP terminology. CYS aggregates various types of games that automatically generate individualized game plays, drawing upon a collaboratively constructed multilingual dictionary. The study focuses on multiple variables including attending a selective engineering course taught in English and the language used to teach the mandatory electronics class. Empirical data shows that students having used CYS tend to obtain better vocabulary test scores than students who did not. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.] more...

In this paper, we describe a theoretically-grounded data mining approach to identify types of collaborative problem solvers based on students' interactions with an online simulation-based task about electronics concepts. In our approach, we developed an ontology to identify the theoretically-grounded features of collaborative problem solving (CPS). After interaction with the task, students' log files were tagged for the presence of 11 CPS skills from the ontology. The frequencies of the skills were clustered to identify four unique profiles of collaborative problem solvers--Chatty Doers, Social Loafers, Group Organizers, and Active Collaborators. Relationships among cluster membership, task performance, and external ratings of collaboration provide initial validity evidence that these are meaningful profiles of collaborative problem solvers. [For the full proceedings, see ED593090.] more...

Collaborative problem solving (CPS) is considered a necessary skill for students and workers in the 21st century as the advent of technology requires more and more people to frequently work in teams. In the current study, we employed theoretically-grounded data mining techniques to identify four profiles of collaborative problem solvers interacting with an online electronics task. The profiles were created based on 11 theoretically-grounded CPS skills defined a priori. The resulting four profiles correlated in expected directions with in-task performance and had interesting relationships with external measures associated with prior knowledge and CPS skills. These results inform and partially replicate findings from our previous research using a similar approach on a smaller dataset. Implications and comparisons between the two studies will be discussed. [For the full proceedings, see ED607784.] more...

This paper proposes a novel e-Learning system for technological experiments involving electronic circuit-construction and controlling robot motion that are necessary in the field of technology. The proposed system performs automated recognition of circuit images transmitted from individual learners and automatically supplies the learner with virtual measurement and circuit behavior simulation using a segmentation-based mixed reality (MR) technique. The proposed system is advantageous in terms of practical use because learners with insufficient or no circuit components, and/or measurement instruments, and/or experimental facilities can use the proposed system to learn about the construction of practical circuits embedded in robots and to evaluate the motion of a robot. The usefulness of the proposed system was evaluated by analyzing circuits and robots constructed by 15 university students in a class. Results showing positive responses, which indicate the usefulness of the proposed system, were obtained from all the students. [For full proceedings, see ED571459.] more...

This paper narrates a case study on design thinking based education work in an industrial design honours program. Student projects were developed in a multi-disciplinary setting across a Computing and Engineering faculty that allowed promoting technologically and user driven innovation strategies. A renewed culture and environment for Industrial Design students emphasized seeking functionality and fidelity, user and society value over beauty and form factors alone. The pedagogical approach sought to determine the new industrial products reality with an increasing contribution by design thinking and its associated methodologies that are currently advancing typical Industrial Design. In conclusion, the authors propose a number of reflections as recommendations, which may be useful for educational institutions contemplating similar curriculum makeovers to their design degrees. [For full proceedings, see ED571459.] more...

This paper proposes a novel e-Learning system for learning electronic circuit making and programming a microcontroller to control a robot. The proposed e-Learning system comprises a virtual-circuit-making function for the construction of circuits with a versatile, Arduino microcontroller and an educational system that can simulate behaviors of robots based on programs written by individual experimenters. The proposed system is useful and effective for comprehensive studies on electronic circuits with sensors and for programming robot control. The usefulness and effectiveness of the proposed system were evaluated by five university students. Results showing positive responses, which indicate the usefulness of the proposed system, were obtained from all students. [For the full proceedings, see ED562093.] more...

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy. The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However, innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2019 Conference received 87 submissions from more than 25 countries. Out of the papers submitted, 48 were accepted as full papers for an acceptance rate of 55%; 15 were accepted as short papers and one was accepted as a reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher, Baltasar Fernández Manjón, Director of the e-Learning Research Group e-UCM, Complutense University of Madrid (UCM), Spain. [Individual papers are indexed in ERIC.] more...

The role of mathematical education in everyday life, professional activities, attitude towards the role of mathematical knowledge in the labour market is widely discussed in the literature. To improve the studies of mathematics according to the trends in society development, it is necessary to find out the mathematics teaching philosophy as well as to reflect views of the students on the issues of mathematics learning experience and mathematics teaching at university. The structure of mathematical study process for energy and electronics specialties at the RTU and LLU and the survey results, which was carried out at the Latvia University of Life Sciences and Technologies (LLU) and at the Riga Technical University (RTU), are analysed in this article. The questionnaire includes three diagnostic blocks: the role of mathematics in everyday life; in professional work / in relation to the labour market, and mathematics for the general development of a person. The total sample of the research included 887 cases. The results showed that the RTU students were more confident about their mathematical knowledge. They were ready to apply the acquired knowledge of mathematics in a new context and situation, while students of the LLU had more developed ability to use the acquired knowledge and apply in specific situations. A self-assessment method was used in the study; the results were based on respondents' opinion. Since this was a case study and it only reflects the views of the students who participated in the survey, the results did not provide generalizations, however, the study was conducted to identify problems, to carry out a more in-depth study of them and to search for solutions. [For the complete proceedings, see ED600498.] more...

This paper proposes a novel e-learning system for technical experiments involving the construction of practical electronic circuits; this system would meet the various demands of individual experimenters. This mixed mode is beneficial for practical use in that an experimenter who does not have sufficient circuit components for circuit making can still learn to construct practical, large-scale circuits and evaluate their behavior using virtual measurements and a simulation technique involving circuit translation into SPICE. The proposed system is expected to be applicable to various educational media (e.g., e-Learning, mobile learning, virtual laboratories). The proposed system is constructed by combining real and virtual circuit making systems, and performs the improved circuit recognition of images including both real and virtual circuit regions. The usefulness and effectiveness of the proposed system were evaluated by analyzing circuits made by ten university students in an actual class. [For Full Proceedings, see: ED562127.] more...

The 6th Annual Conference of the National Academy for the Integration of Research, Teaching and Learning (NAIRTL) and the 4th Biennial Threshold Concepts Conference was held at Trinity College Dublin, Ireland, on June 27-29, 2012. The NAIRTL is a collaborative initiative between University College Cork, Cork Institute of Technology, National University of Ireland Galway, Trinity College Dublin, and Waterford Institute of Technology. It is supported by the Higher Education Authority under the Strategic Innovation Fund. The proceedings from the 2012 NAIRTL conference bring together "key insights" on the topic of Threshold Concepts. This publication includes a selection of papers from the conference. The papers provide insights into how to apply the Threshold Concepts idea to gain a deeper understanding of how students learn, and also how to gain new ways of looking at disciplines that involve education. Following a foreword by Bettie Higgs, the proceedings are divided into seven parts. Part I, Keynote Speakers, contains the following papers: (1) A Closer Look at Liminality: Incorrigibles and Threshold Capital (Ray Land, Julie Rattray, and Peter Vivian); (2) Threshold Concepts: Navigating the Route (Bettie Higgs); (3) Threshold Concepts as an Analytical Tool for Researching Higher Education Pedagogy (Glynis Cousin); and (4) From This Curriculum to That Which Is to Come: Threshold Concepts, Complexity and Change (Patrick Carmichael). Part II, Engaging Students with Threshold Concepts, contains the following papers: (5) Creativity as Threshold--Learning and Teaching in a Liminal Space (Belinda Allen); (6) "Doing" History: What May Liminal Space and Transition Time Expose During the Process (James Cronin); (7) Novel Threshold Concepts in the Mathematical Sciences (David Easdown and Leigh Wood); (8) Engineering Problem Solving: Uncovering a Threshold Experience and Triggering a Meta-Learning Response (Brian Foley); (9) The Hero's Journey: Uncovering Threshold Barriers, Dispositions and Practices among Occupational Therapy Students (Tracy Fortune, Priscilla Ennals, and Mary Kennedy-Jones); (10) Students' Perceptions of Travel Through the Liminal Space: Lessons for Teaching (Ann Harlow, Mira Peter, Jonathan Scott, and Bronwen Cowie); (11) The Role of Design Projects in Assisting Engineering Students from Liminality to Understanding (Donal Holland, Garet J. Bennett, and Conor Walsh); (12) Now I Know Why I Have Been Knocking My Head against a Brick Wall: Doctoral Candidates and Stuck Places (Margaret Kiley); (13) Towards a Role-Reversal Model of Threshold Concept Pedagogy (Marina Orsini-Jones ); and (14) Using a Mixed Methods Approach to Explore Student Understanding of Hypotheses in Biology (Charlotte Taylor, Vicky Tzioumis, J. H. F. Meyer, Pauline Ross). Part III, Interdisciplinary Threshold Concepts, contains the following papers: (15) Interdisciplinarity and Information Literacy Instruction: A Threshold Concepts Approach (Korey Brunetti, Amy Hofer, and Lori Townsend); (16) "How Do You Know?" The Threshold Concept, Multi-Disciplinary Approaches and the Age of Uncertainty (Brendan Hall); and (17) Seeing Deeply in Space and through Time: Interdisciplinarity Meets Threshold Concepts in Earth and Environmental Science (Anne Marie Ryan). Part IV, New Developments in Threshold Concepts, contains the following papers: (18) The "Science Education for New Civic Engagements and Responsibilities", A US National Initiative Linking Sciences, Public Issues and Threshold Concepts (Monica Devanas); (19) Towards a TCT-Inspired Electronics Concept Inventory (Jonathan Scott, Ann Harlow, and Mira Peter); (20) Threshold Concepts and Decoding the Humanities: A Case Study of a Threshold Concept in Art History (Brad Wuetherick, and Elizabeth Loeffler); and (21) Student Understanding of the Critical Features of an Hypothesis: Variation across Epistemic and Heuristic Dimensions (Kirsten Zimbardi, J. H. F. Meyer, P. Chunduri, L. J. Lluka, C. E. Taylor, P. M. Ross, and V. Tziournis). Part V, Threshold Concepts in Professional Development, contains the following papers: (22) Threshold Concepts and Practices in Teacher Education: Professional, Educator and Student Perspectives (Ann Devitt, Marita Kerin, and Helen O'Sullivan); (23) A Comparative Academic/Industrial Professional Development Study of Threshold Concepts in Project Management (Mick Flanagan, Gerhard Ackermann, Matthias Zimmermann, Leif Martin Hokstad, Bjorn Andersen, and Manuel Fradinho); (24) Shifting Identity in Teacher Development (Colleen P. Gilrane); (25) Up Close and Personal: Engaging Learners with Service User Knowledge (Gloria Kirwan); (26) There's a Right Answer but Only Some Students Can Get It: Threshold Concepts in the Professional Development of Physics Laboratory Demonstrators (Ruth Mills and Anna Wilson); (27) A Broader Threshold: Including Skills as Well as Concepts in Computing Education (Lynda Thomas, Jonas Boustedt, Anna Eckerdal, Robert McCartney, Jan Erik Mostrom, Kate Sanders, and Carol Zander); and (28) Voice, Vision and Articulation: Conceptual Threshold Crossing in Academic Writing (Gina Wisker). Part VI contains posters. Part VII, E-Publication Papers, contains summaries with links to the following papers: (29) Troublesome Thresholds and Limiting Liminality: Issues in Teaching in Vocational Education (James Atherton, Peter Hadfield, and Peter Wolstencroft); (30) Addressing Diversity as Asset: Using Social Justice Vignettes for Transformational Change in Teacher Preparation (Joan Barnatt and Mary Knight-McKenna); (31) "Threshold Concept Literacy": Helping Learners Develop Writing Skills and Acquire Threshold Concept Understanding Through Examining Associated Transformations in Discourse (Graham Barton); (32) Embedding Threshold Concepts into Hierarchical Concept Structures (Michael A. Bedek and Albert Dietrich); (33) Serious Play: Threshold Concepts, Information Engagement and Game Design (Margaret Blackmore and Pam Freeland); (34) Designing Tasks to Aid Understanding of Functions (Sinead Breen and Ann O'Shea); (35) Interdisciplinary Threshold Concepts: An Ontological and Epistemological Analysis (Monica R. Cowart); (36) Locked Doors: Threshold Concepts as Guardians (Jason Davies); (37) What Concepts Underpin Skills Training in Community Services in Vocational Education and Training (Rhonda Fuzzard and Margaret Kiley); (38) "Playing" So Hard We Fall Out of Our Heads: Threshold Concepts and Troublesome Knowledge in Experiences of Experiential Knowledge Acquisition in Higher Education Actor Training (Sam Grogan); (39) Integrating Threshold Concepts Pedagogy into a Market-Value Education System to Reduce the "Plagiarism Epidemic" (Corrine Hersey); (40) Embedding Threshold Concepts in a Student Learning Community (Jody Horn); (41) Using Language to Transform Judgemental Attitudes (Charity Johansson); (42) Don't Fear the Engineer: Social Science Students Exploring a Liminal Space with Engineering Students (Jens Kabo and Caroline Baillie); (43) The Experience of Interdisciplinarity in Doctoral Research: Threshold Journey (Jeffrey Keefer and Gale Parchoma); (44) Crossing a Threshold Concept in Biology: Variation in Student Learning (Eileen Kennedy); (45) Threshold Concepts in Liberal Education (Bruce MacKay); (46) The Integrative Nature of Threshold Concepts in Financial Accounting--An Exploration of the Interdisciplinarity of One Threshold Concept (Sonia Magdziarz, Paul Myers, and Sheila Bellamy); (47) Threshold Theory, Action Research, and Teacher Learning: An Exploration (Sarah Noonan); (48) I Hate Maths and Maths Hate Me! Analysing the Development of Threshold Concepts and Attitudes in Preservice Mathematics Teacher Education (Maria Northcote); (49) Academic Numeracy: Challenging Thinking Dispositions to Enable Students to Enter and Cross the Liminal Space (Rebecca LeBard, Rachel Thompson, and Rosanne Quinnell); (50) Creating Optimal Distance Education Environments for the Emergence of Threshold Concepts (Kristi Archulta-Frush and Candy Sebert); and (51) Helping Students to "Think Historically" by Engaging with Threshold Concepts (Paul Sendziuk). Individual papers contain references. more...

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references. more...

Motlow State Community College (MSCC) in Tullahoma, Tennessee, received a federal grant to develop and implement an electronics computer-assisted instruction (CAI) classroom and an electronics computer-controlled laboratory (CCL). A portion of a complete CAI/CCL electronics curriculum developed by NIDA Corporation was developed, implemented, and evaluated at MSCC for use in teaching a total of 504 competency-based objectives in courses in direct current (DC) circuits, alternating current (AC) circuits, and digital circuitry. MSCC is now in its fourth year of using the CAI/CCL system and regularly offers basic electronics classes covering the 504 objectives through a combination of the CAI/CCL, a textbook developed by NIDA Corporation, and daily lectures. The MSCC program features 12 IBM-compatible personal computers that are each connected to a NIDA 130C trainer and that each have DC, AC, analog, and digital software and supporting experiment cards. The CAI/CCL system generates tests for almost every lesson that are instantly graded by the system. The system software has proved nearly error free and the NIDA trainers have been very dependable. Student satisfaction with and success in the program have been near the 100% level. (MN) more...

Traditional electronics engineering technology (EET) graduates have a broad and general background in EET, but they encounter difficulty when faced with the modern computerized working environment. The EET curriculum trains students to be broad-spectrum, general electronic technicians rather than specialized ones. EET graduates are competing in the job market with graduates from industrial technology programs who have an associate degree and training that emphasizes computer electronics technology and related topics. Traditional EET program graduates can be upgraded to a level of competence in networking through specialized computer-integrated technology (CIT) training in an additional summer quarter after receiving a traditional associate degree in EET. These graduates can take elective courses in the EET curriculum that are oriented toward the CIT area. Courses would meet the prerequisites in this area of specialized training. The student who wished to enter the CIT certificate program would take two pre-CIT courses in place of the two standard EET electives and new courses from the CIT curriculum. In addition, part of the material covered in the CIT area of study would overlap with existing EET courses. (Four figures are appended.) (YLB) more...

A program designed to increase studnet interest and provide motivation in a third-year systems and measurements laboratory in mechanical engineering is provided. The philosophy of the course, instructional techniques, equipment design (including schematics and photographs), suggested activities, and student reactions to the course are presented. An elimination of much "black box" electronic equipment in favor of transparent, simple, yet functional, laboratory equipment is advocated. (CP) more...

The use of a general purpose simulator (GPS) to teach Air Force technicians diagnostic and repair procedures for specialized aircraft radar systems is described. An EC II simulator manufactured by Educational Computer Corporation was adapted to resemble the actual configuration technicians would encounter in the field. Data acquired in the evaluation included: (1) the experience level of the participating personnel, (2) learning patterns using the simulator, (3) evaluation of the training potential, and (4) attitudes and acceptance. All personnel exposed to the GPS stated that learning was easy, and tests given the technicians after their training sessions indicated a high level of achievement. The system was generally found to be acceptable to trainees, although some participants indicated a preference for more traditional teaching methods. The cost of using the GPS was found to be less than 10 percent of the costs of an actual equipment trainer. (DGC) more...

A two-part study examined the relationship between technical troubleshooting behavior and the level of expertise of service technicians who diagnose faulty equipment. The first investigation addressed the differences in the knowledge base that troubleshooters bring to a problem. A group of five novice troubleshooters and five experts was given electric generator sets to repair. The results showed that experts have a much greater depth of understanding of the basic principles and concepts that underlie the operation of generator sets. Experts can also comprehend the function and operation of the generator system, whereas the novices seem to lack an accurate mental model of the operation of the technical systems they repair daily. The second investigation attempted to identify differences in the actual troubleshooting performance of the expert and novice service technicians. In this test, the subjects were instructed to "think aloud" as they worked through a problem with either a faulty fuel pump or an open wire. The primary difference between the troubleshooting performance of the experts and the novices was that the experts were able to select better information and generate better hypotheses, probably because they have more knowledge and their knowledge is organized more effectively. The results of this study can be used to design training programs to reduce the differences between expert and novice technical troubleshooters. (KC) more...

The document contains 75 representative addresses from the American Industrial Arts Association's 36th annual conference. The number of addresses by each group are: three general sessions addresses; six by the American Council of Elementary School Industrial Arts; one by the American Council of Industrial Arts Supervisors; fifteen by the American Council of Industrial Arts Teacher Educators; and four by the American Industrial Arts College Student Association. These concerned issues pertaining to teacher education, change, specific subject areas, competency-based learning, and the future. Additional presentations in special interest subject areas are: four in the area of career education; one in communications; six in curriculum; three in electronics; two in foreign programs; five in futurology; three in humanism, one in individualized instruction; three in interdisciplinary studies; two in manufacturing; one in metals; two in plastics; five in teacher education; four in teaching aids; two in transportation; and two in wood. Reports regarding business of the association coucludes the volume. A chronological index for the conference and a comprehensive index are included. (NH) more...