Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Mikhailova, Elena A.; Stiglitz, Roxanne; Post, Christopher J.; Pargas, Roy P.; Campbell, Taylor; Payne, Kayla; Cooper, Joshua

doi:10.4195/nse2018.08.0015

Cited by 5 publications

(4 citation statements)

References 35 publications

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“…The use of RLOs spans across multidiscipline areas. For example, Mikhailova et al (2018) developed RLOs for teaching sensor technology and crowdsourcing (for soil information systems) and assessed their impact on students’ perceptions. Each RLO was a self-contained learning unit with specific learning goals, educational materials, quizzes and assessments.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Konstantinidis et al (2019) stated that academics perceive the use of RLOs as a threat, primarily due to the lack of knowledge of the benefits of their use as blended learning into the curriculum. Costea et al (2018) found that the RLOs can act as a dynamic learning approach for teaching maths; however, further research studies in different educational domains are needed in order to widen the knowledge and applicability of such tools (Mikhailova et al , 2018). Therefore, in order to address this gap, our research investigates the use of RLOs as a blended learning tool, a means of incorporating simple low-risk tools to support face-to-face learning, in order to develop a broader knowledge related to the adoption of blended learning.…”

Section: Introductionmentioning

confidence: 99%

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Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

Onofrei

Ferry

2020

IJEM

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PurposeBlended learning is an emerging trend across many educational settings, adopting the purposeful integration of traditional face-to-face and online teaching to establishing an engaging learning experience for the students. Blended learning provides an ideal platform for the implementation of reusable learning objects (RLOs) as a pedagogical tool to support classroom instruction.Design/methodology/approachThis study had conducted a quasi-experiment followed by semi-structured interviews to determine if a blended learning approach using RLOs can enhance students’ learning in an undergraduate engineering computer-aided design (CAD) module. This study involved learners studying engineering in two different academic years.FindingsStudents from the first year were taught using traditional face-to-face teaching approach. The cohort of students from the subsequent year adopted a blended learning approach: face to face and access to a series of RLOs. The analysis revealed statistical evidence that the use of blended learning had a significant impact on the students' end of term exam grades in the CAD module in comparison to the students who undertook traditional face-to-face teaching approach. The qualitative findings highlighted the positive impact of RLOs on students’ learning behaviour, engagement and knowledge retention.Originality/valueThis study provided empirical evidence of the benefits of using RLOs as a blended learning tool in engineering domain. From a theoretical perspective, the findings highlighted the importance of good instructional design and sound theoretical underpinning of the pedagogical strategy. From a practical point of view, this study informed academics on how to improve learner's academic achievement using RLOs.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

Onofrei

Ferry

2020

IJEM

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Section: Learning Outcomesmentioning

confidence: 99%

“…Soil science is increasingly being taught online using reusable learning objects (RLOs), which can also be utilized in teaching ES/ED [12,13]. Reusable learning objects are digital learning modules that are self-contained, focused on specific learning objectives, and can be reused and scaled for a large audience [12,13]. Reusable learning objects can be used to construct an integrated teaching/learning sequence that includes both pre-and postassessment that tests students' prior knowledge about ES/ED and the effectiveness of lecture and laboratory exercise modules.…”

Section: Learning Outcomesmentioning

confidence: 99%

Incorporating Ecosystem Services into STEM Education

et al. 2021

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The framework of ecosystem services (ES) and disservices (ED) has increasingly been used in various science, technology, engineering, and mathematics (STEM) disciplines, including soil science. The objectives of this study were to use ES/ED concepts to extend and test an existing lecture and laboratory exercise on soil organic carbon (SOC) in an online introductory soil science course (FNR 2040: Soil Information Systems) taught to Clemson University students from various STEM disciplines (forestry, wildlife biology, and environmental and natural resources) in Fall 2020. The laboratory exercise was extended with a series of reusable learning objects (RLOs), which are self-contained digital modules commonly utilized in e-learning. The laboratory exercise consisted of identifying ES and calculating the avoided social cost of carbon (SC-CO2) from soil organic carbon stocks in the assigned soil’s topsoil horizon. The laboratory exercise effectively increased student familiarity with ES/ED as indicated by the post-assessment survey with a +24.4% increase in the moderately familiar category and a +36.1% increase in the extremely familiar category. The graded online quiz consisted of ten questions and was taken by 51 students with an average score of 8.7 (out of 10). A post-assessment survey indicated that most of the students found that the laboratory was an effective way to learn about ES/ED with examples from soil science. Detailed students’ comments indicated enjoyment of learning (e.g., calculations, applying new knowledge), the value of multimedia (e.g., PowerPoint, video), the flexibility of learning (e.g., different parts in the laboratory), the applicability of content (e.g., real-world examples), and criticism (e.g., tedious calculations). A word cloud based on students’ comments about their experience with the laboratory exercise on soil ES indicated the most common words used by students to describe their experience, such as “soil services”, “learning”, “enjoyed”, and “ecosystems”, among others. Incorporating ES/ED into an undergraduate STEM course enabled students to connect ES/ED provided by soil with the societal systems reliant on the soil resources.

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Evaluation of story maps by future geography teachers

Vojteková

Žoncová

Tirpáková

et al. 2021

Journal of Geography in Higher Education

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The paper presents pedagogic experiment focused on teaching future geography teachers to work with story maps with the use of three applications (Knight Lab StoryMapJS, Esri ArcGIS StoryMaps, and Google Tour Builder). The experiment was carried out by questionnaire form at two Slovak universities. The respondents were students of the geography teacher training program, whose task was to select and learn one of the mentioned applications to create a story map. The statistical analysis of the research results confirmed that the choice of the application by the students was influenced by their previous experience with the applications; it was not difficult for students to develop a story map using the selected applications even though they did not have enough experience about the selected applications before the experiment; and students would make more use of story maps than other applications in their educational practice.

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Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects

Cited by 5 publications

References 35 publications

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

Reusable learning objects: a blended learning tool in teaching computer-aided design to engineering undergraduates

Incorporating Ecosystem Services into STEM Education

Evaluation of story maps by future geography teachers

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