Datasets reflecting students' and teachers' views on the use of learning technology in a UK university

Abstract

Maria Limniou is a lecturer in Learning Technology in the School of Psychology at the University of Liverpool (UK).Her research interests include the influence of technology on the teaching and learning process and especially on how people learn, how people can be facilitated to learn and how technology design assist students to learn. She has authored or co-authored more than 15 journal articles and 6 book chapters in the field of her expertise (Virtual Simulation, Multimedia, Virtual Reality, Virtual Community, Communication Tools, e-Assessment, Virtual Learning Environments (VLEs), Computer-Supported Collaboration Learning (CSCLs), Computer-Assisted Teaching and Blended Learning). Also, Maria acts as an editorial board member and a reviewer to various educational journals. John J. Downes is Reader in Cognitive Neuroscience and for the last four years has been Head of the School of Psychology at the University of Liverpool. His early research was concerned with understanding the nature and underlying neural substrates of memory impairment using a range of methodologies and focusing on both the neurodegenerative diseases, such as Parkinson's and Alzheimer's disease, and individual cases with more selective brain lesions. More recently, there has been a shift from disordered memory to normal memory and the mechanisms of learning in young adults whose interaction with and dependence on technology is radically different from previous generations. Understanding how available technologies can be used to optimise learning and the long-term consolidation of complex knowledge networks which in turn underlie the development of higher level cognitive skills, is a key aim of this work. Prof Simon Maskell Network. Simon's involvement in these cross-cutting organisational entities exemplifies Simon's interest in interdisciplinary research. Indeed, his research interests are centred on the analysis of data to improve decision making across the wide range of applications where such research has potential utility. Current funding is associated with applications in, for example, defence, cyber security, healthcare and insurance. The associated projects involve researchers with backgrounds in statistics, engineering, computer science, particle physics and psychology. Simon's specialist expertise is in the development of novel numerical Bayesian techniques to iteratively analyse datasets from a range of different sensors with the aim of offering useful compromises between computational cost and algorithmic performance. Simon is associate editor for two engineering journals and regularly organises conferences and reviews proposals, books, journals and conference papers. AbstractNowadays, the use of datasets is of crucial importance for the advancement of educational research. Specifically in the field of Higher Education, many researchers might share through online data repositories their research outputs in order for data to be reusable, accessible and accountable to educational community. The aim of this paper is to describe ho...

Étude exploratoire de l’utilisation des TICE en soutien aux pédagogies actives en contexte d’enseignement universitaire

“…Ces technologies incluent les logiciels (software) et l'appareillage (hardware), l'infrastructure qui permet d'accéder ou de stocker des données, ainsi que les outils de communication. Omniprésentes dans nos environnements sociaux et professionnels, ces technologie sont réussi, en quelques décennies, à modifier considérablement notre rapport aux activités quotidiennes, et le milieu universitaire ne fait pas exception (Limniou, Downes et Maskell, 2015). De ce fait, le fort potentiel éducatif des TICE fait que leur utilisation ne cesse de gagner en popularité, et ce, autant auprès des enseignants que des apprenants (Collin et Karsenti, 2013).Mais certains experts questionnent la nature éducative des TICE, notamment sous l'angle de la valeur qu'elles ajoutent aux gestes d'enseignement et au processus d'apprentissage.…”