1. Pernah aku bertanya kepada guru sekolah rendah yang 'pakar' matematik, maklumlah dah ajar bertahun2 di sekolah rendah.
2. Dia berikan justifikasi kenapa murid kena belajar semua yang ada dalam silibus aka DSKP maths sekolah rendah, kerana semua itu katanya akan digunakan nanti dalam matematik di peringkat lebih tinggi, termasuk utk murid tersebut nanti nak jadi engineer.
3. Dia guru 'pakar' ...
The quick updates that most of us post on Facebook throughout the day are usually meant to share a funny story or let our friends know what we are up to. But be careful what you post. New research has found that it's those little passages that we read during our social networking sessions that tend to stick with us longer than nearly anything else we see or read.
The study, a combined effort by scientists at the University of California San Diego and the University of Scranton in Pennsylvania, showed that Facebook statuses and posts are more memorable than other sentences or people's faces.1 Sadly, they were remembered one and a half times better than sentences in published books and two and a half times better than people's faces. Is that significant? According to the researchers, that difference is roughly equivalent to the gap between someone with normal memory function versus someone with amnesia.
The subjects were 280 undergraduate students at the University of California San Diego. The participants were subject to several kinds of memory testing, measuring not only their recall ability, but how certain they felt about their recall. The participants were split into two groups and shown either 100 sentences posted on Facebook or 100 sentences that appeared in books. All of the sentences in both categories were relatively short, with the longest running 25 words, and the Facebook statuses actually averaged a few words longer than the book sentences. >
More to read:-
João Carlos Prates, Eduardo Fritzen, Sean W.M. Siqueira, Maria Helena L.B. Braz, Leila C.V. de Andrade (2012) Contextual web searches in Facebook using learning materials and discussion messages, Computers in Human Behavior
Abstract
The web is nowadays one of the main information sources, and information search is an important area in which many advances have been registered. One approach to improve web search results is to consider contextual information. Usually, information about context has been provided through user logs on previous searches or the monitoring of clicks on first results, but different approaches can be used in specific environments. In a web based learning environment, existing documents and exchanged messages could provide contextual information. So, the main goal of this work is to provide a contextual web search engine based on shared documents and messages posted in a social network used for collaborative learning. Contextual search is provided through query expansion using learning documents (material provided by the teacher) and discussion messages (posts, links and comments that result from the participants’ interactions). A prototype was implemented and used in a learning scenario to acquire the context in a learning community. The proposed approach makes the context acquisition faster and more dynamic as it considers an automatic approach over text processing of documents and discussions. In addition, the results of the query engine with and without the contextual information were compared and the proposed approach using contextual information showed improvements in the precision of the results.
Keywords: Web search, Information retrieval, Learning, Context, Query expansion, Facebook
Dilek Dogan, Hatice Gokce Bilgic, Duygu Duman, S. Sadi Seferoglu (2012) Frequency and aim of web 2.0 tools usage by secondary school students and their awareness level of these tools, Procedia - Social and Behavioral Sciences, Vol.47, pp.540 – 551.
Abstract
Web 2.0 tools, such as wikis, blogs, social networks, photograph and video sharing sites, instant messaging, and podcasts provide easy applications to users without having knowledge on computer programming or computer systems. Moreover, Web 2.0 tools provide young users virtual environments, in which they have opportunities to become socially active, interact with their peers, and share, cooperate as well as create their own projects. This study focused on students' perceptions about Web 2.0 tools, and dealt with the frequency and aim of their usage. The working group consisted of 111 secondary school students from Ankara, Adana and Erzurum provinces of Turkey. The data were collected through a survey questionnaire. In data analysis, frequency distributions, percentages, mean and standard deviation scores were calculated. According to the results, social networks, instant messaging services and video sharing sites were most frequently used tools by students. Although most of the students were aware of Web 2.0 tools, only a small number of students used wikis and podcasts. Students who were using Internet in their daily life used it mostly for entertainment purposes. However, as frequency of the students who used Internet decreased their objectives for using it changed. In conclusion, when the frequency of students' Internet usage changed, Internet usage aim changed according to needs of students. The Students preferred to use search engines and Facebook more than other tools. Besides, gender was an important factor in the usage of the Internet.
Keywords: : Internet usage, high school students, Web 2.0 tools
Agni Dika, Mentor Hamiti (2011) Challenges of implementing the ethics through the use of information technologies in the university, Procedia Social and Behavioral Sciences, Vol.15, pp.1110–1114
Abstract
In university premises where we live, despite the social development which allegedly is compatible with the European one, the principles related to ethical use of Information Technologies (IT) differ in many cases. Therefore, often we find actions that are contrary to the code of ethics and legal infrastructure, during which some of the following dilemmas are posed:
Students that use IT face other dilemmas, which are analyzed in this paper. Some of them are mentioned below.
Case study was conducted at the SEE University (SEEU, 2010) in R. Macedonia, where students and academic staff discussed and debated issues regarding ethic dilemmas.
Keywords: Information Technology, University, Ethical Code, Software, License;
Fahad N. Alfahad (2012) Effectiveness of using information technology in higher education in Saudi Arabia, Procedia - Social and Behavioral Sciences, Vol.46, pp.1268 – 1278
Abstract
Information technology (IT) refers to “personal electronic devices such as laptops and handheld computers, smart phones, and institution’s computers and associated devices”. This study investigates the usefulness, efficiency and efficacy of information technology in higher education in the Kingdom of Saudi Arabia. The study was conducted in the College of Education, King Saud University. The survey was distributed among 161 female college students selected randomly from a pool of 400 female students who were attending different courses in different areas. Results indicated that 61.5% of the participants used the electronic device in their course activities and 65.8% used IT for blogging. Interestingly, 72% of participants are often doing
online shopping and 88.6% of the students are often creating read, send e-mail and instant messages. A number of issues arising from this study were included in the conclusion and implications.
Keywords: higher education,educational technology,elearning,Saudi arabia
Abstract
New era of World Wide Web: web 2.0 features such as social network, blog, wikis are the most effective method of people connecting, knowledge sharing and comment posting to the world community. In this paper, web 2.0 technologies were transformed to focus on the main learning management for innovation and information technology in education class, 1st semester 2011which is one of the teaching profession course for bachelor of education. The course was implemented in 30 hours using Wikispaces as a content management system in information technology, innovation process and database for education content. The course provided tools, activities, social software and forums to students who had participated in the class or off campus. The results found that students had an argument, discussion and comment for all forums. They had an opportunity for thinking, self-learning and developing in innovation for education. They also created their own wikis to present their understanding of the innovation and information technology skills and technological pedagogical content knowledge (TPCK). The effective improvement of using web 2.0 was that teacher and students should take immediate feedback for all forums, reduce of feeling and general knowledge comments or discussion, and beware the plagiarism form websites.
Keywords:Web 2.0, Teaching Profession, wikispaces, Information and Technology in Education;
Nazime Tuncay, Huseyin Uzunboylu, Necmettin Teker (2011) Students evaluation of EDU 2.0: a case study, Procedia - Social and Behavioral Sciences, Vol.28, pp.948 – 956.
Abstract
Not every learning management system has the same functions and the same characteristics; what is important is to choose the best one available for the students. Purpose of this study is to find out Education Students perspectives about the Edu 2.0 system. For this purpose, Undergraduate students (n=51) and Graduate students (N=9) evaluated the learning management system Edu 2.0. Their result was that the system is “good” for courses delivered in English; however it is not so efficient for Turkish courses.
Keywords: Edu 2.0; LMS; distance learning
Fezile Ozdamli (2011) Are teacher candidates problematic internet users?, Procedia - Social and Behavioral Sciences, Vol.30, pp.2345 – 2349.
Abstract
The purpose of this study was to investigate the role of Internet usage among teacher candidates in Northern Cyprus. A total of 290 teacher candidates (mean age of 21.1 years, range of 16–29 years) were recruited from different departments from education faculty of Near East University at the beginning of the 1st term of 2010-2011 academic year. The teacher candidates filled the questionnaire which was developed for determine internet using states. At a glance result of the study, teacher candidates surf on website and social network sites, chat, and playing games every day. This can lead to problematic use of the internet.
Keywords: teacher candidates, internet users, problematic internet using;
References
Web 2.0 is a buzzword introduced in 2003/04 which is commonly used to encompass various novel phenomena on the World Wide Web. Although largely a marketing term, some of the key attributes associated with Web 2.0 include the growth of social networks, bi-directional communication, various ‘glue’ technologies, and significant diversity in content types. We are not aware of a technical comparison between Web 1.0 and 2.0. While most of Web 2.0 runs on the same substrate as 1.0, there are some key differences. We capture those differences and their implications for technical work in this space. Our goal is to identify the primary differences leading to the properties of interest in 2.0 to be characterized. We identify novel challenges due to the different structures of Web 2.0 sites, richer methods of user interaction, new technologies, and fundamentally different philosophy. Although a significant amount of past work can be reapplied, some critical thinking is needed for the networking community to analyze the challenges of this new and rapidly evolving environment. >
Web 1.0 vs Web 2.0
While Tim Berners-Lee always intended for the World Wide Web to be a two-way communication medium for reading and writing, most early sites were for one-way communication, with a company describing itself in brochureware. Web 2.0 sites build interaction and community and shared content.
Too often Web 1.0 was authoritarian and top-down-"this is the way it is". Web 2.0 is democratic and bottom-up. Instead of the New York Times 1.0 site telling you what the important stories of the day were, Digg.com and Buzz.Yahoo.com shows the stories users have voted the most important.
Web 1.0 sites were simply to be read passively. Web 2.0 sites invite participation: voting content up or down, rating it, commenting on it, submitting new posts. By 2000, Amazon.com was letting you review books, but these days you can participate in many more ways: create lists of products (top 10 lists, lists of classics by certain authors, etc.), write product guides and edit wiki articles (Amapedia). In 2000, Amazon was using its sites to sell products it stocked; in the Web 2.0 world, Amazon now lets you list and sell your own new and used books and products through their site as well.
Web 1.0 sites were static and rarely changed (except for news sites), where Web 2.0 sites are dynamic and change hourly or more often, reflecting all of those user contributions.
Web 1.0 sites were closed, but Web 2.0 sites are collaborative. Where CNN.com quickly became the leading Web 1.0 news web site, CNN.com now has a sister site, iReport.com, where videos are submitted by users. CNN then mines this content and fact-checks some videos for inclusion on CNN.com.
So that's a quick overview of Web 2.0. What does it mean for marketing? Join Brian Koma, myself and Sid Banerjee (CEO and founder of Clarabridge) next Wednesday for an AMA webinar, "Marketing in a Web 2.0 World", where we talk about the Seven Wonders of the Web 2.0 World and give examples of harnessing Web 2.0 for continuous feedback and innovation.
Update (1/28/2009): You can view an archive of the "Marketing in a Web 2.0 World" webcast. Thanks to a comment from Andres of Choice Media Group, I ended up redoing my "Web 1.0 vs. Web 2.0" slide to reflect his elegant dichotomy:
DOI 10.1007/978-3-642-30859-8_11
Abstract.
This study aims to investigate the effectiveness of cooperative learning for accounting skill certification test by using blog as a platform. The investigation applied quasi-experimental approach. The statistical sampling was from the second year students in the information operation department of a local private vocational academy. Students were S-type grouped into two groups, namely, experimental group and controlled group based on their academic performances. The former used blog as a platform of both teaching and cooperative web learning; the later only used blog as a teaching platform. The learning subject that is the accounting skill certification test related material is identical for both groups. After 18 weeks of application, the results indicated that the students in experimental group had better learning effectiveness over those in the controlled group with higher degree of satisfaction.
Keywords: cooperative e-learning, teaching blog, learning achievement. >
Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course
In recent years, social networking services (SNSs), for example, Facebook, have shown exponential growth in their number of users. Witnessing the popularity of these SNSs, educational researchers have also explored the potential educational value of using SNSs. Despite the few studies that have investigated learners’ attitudes toward and the effects of incorporating SNSs in class, limited attention has been paid to examining learners’ knowledge and cognitive processes involved in online discussions using SNSs. Although general public interest in life-long learning has been gradually increasing, relatively little attention has been devoted to exploring the application of SNSs in adult and continuing education programs.
To promote a better understanding of using SNSs in learning, this study seeks to explore learners’ online discussion behaviors in an art course that involved a project-based learning activity using a popular SNS, Facebook, to support students’ asynchronous online discussions. The participants in our study included 62 students enrolled in the school of continuing education at a university in northern Taiwan. Adapting the Revised Bloom’s Taxonomy as a coding scheme, this study employed a quantitative content analysis (QCA) and lag sequential analysis (LSA) to examine the content and behavioral patterns of students’ discussions. The results indicate that the most prominent knowledge dimension in students’ discussions is the meta-cognitive knowledge, while the cognitive process is primarily focused on understanding and comprehension. In addition, a moderate proportion of off-topic discussion was found in this study. Considering the different behaviors that may be exhibited by members of varied age and gender, a further analysis based on students’ individual differences was conducted. The results showed that, in the context of online discussions, female and older learners are more likely to engage in off-topic discussions. Based on these findings, this study suggests that when conducting online discussion activities using SNSs, instructors should consider the characteristics of adult learners and their individual differences and design their teaching activities accordingly. Implications and limitations of this study are discussed, and pedagogical suggestions for adapting SNSs to teaching activities for adult and continuing
education are proposed.
Keywords: Adult learning, Cooperative/collaborative learning, Computer-mediated communication
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