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design</title> <meta name="description" content="Search results for: educational design"> <meta name="keywords" content="educational design"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="educational design"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 14935</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: educational design</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14935</span> Model Canvas and Process for Educational Game Design in Outcome-Based Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratima%20Damkham">Ratima Damkham</a>, <a href="https://publications.waset.org/abstracts/search?q=Natasha%20Dejdumrong"> Natasha Dejdumrong</a>, <a href="https://publications.waset.org/abstracts/search?q=Priyakorn%20Pusawiro"> Priyakorn Pusawiro</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explored the solution in game design to help game designers in the educational game designing using digital educational game model canvas (DEGMC) and digital educational game form (DEGF) based on Outcome-based Education program. DEGMC and DEGF can help designers develop an overview of the game while designing and planning their own game. The way to clearly assess players’ ability from learning outcomes and support their game learning design is by using the tools. Designers can balance educational content and entertainment in designing a game by using the strategies of the Business Model Canvas and design the gameplay and players’ ability assessment from learning outcomes they need by referring to the Constructive Alignment. Furthermore, they can use their design plan in this research to write their Game Design Document (GDD). The success of the research was evaluated by four experts’ perspectives in the education and computer field. From the experiments, the canvas and form helped the game designers model their game according to the learning outcomes and analysis of their own game elements. This method can be a path to research an educational game design in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=constructive%20alignment" title="constructive alignment">constructive alignment</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivist%20theory" title=" constructivist theory"> constructivist theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=outcome-based%20education" title=" outcome-based education"> outcome-based education</a> </p> <a href="https://publications.waset.org/abstracts/130973/model-canvas-and-process-for-educational-game-design-in-outcome-based-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130973.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14934</span> Research and Development of Methodology, Tools, Techniques and Methods to Analyze and Design Interface, Media, Pedagogy for Educational Topics to be Delivered via Mobile Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shimaa%20Nagro">Shimaa Nagro</a>, <a href="https://publications.waset.org/abstracts/search?q=Russell%20Campion"> Russell Campion</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mobile devices are becoming ever more widely available, with growing functionality, and they are increasingly used as enabling technology to give students access to educational material anytime and anywhere. However, the design of educational material's user interfaces for mobile devices is beset by many unresolved research problems such as those arising from constraints associated with mobile devices or from issues linked to effective learning. The proposed research aims to produce: (i) a method framework for the design and evaluation of educational material’s interfaces to be delivered on mobile devices, in multimedia form based on Human Computer Interaction strategies; and (ii) a software tool implemented as a fast-track alternative to use the method framework in full. The investigation will combine qualitative and quantitative methods, including interviews and questionnaires for data collection and three case studies for validating the method framework. The method framework is a framework to enable an educational designer to effectively and efficiently create educational multimedia interfaces to be used on mobile devices by following a particular methodology that contains practical and usable tools and techniques. It is a method framework that accepts any educational material in its final lesson plan and deals with this plan as a static element, it will not suggest any changes in any information given in the lesson plan but it will help the instructor to design his final lesson plan in a multimedia format to be presented in mobile devices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title="mobile learning">mobile learning</a>, <a href="https://publications.waset.org/abstracts/search?q=M-Learn" title=" M-Learn"> M-Learn</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20multimedia" title=" educational multimedia"> educational multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=interface%20design" title=" interface design"> interface design</a> </p> <a href="https://publications.waset.org/abstracts/29145/research-and-development-of-methodology-tools-techniques-and-methods-to-analyze-and-design-interface-media-pedagogy-for-educational-topics-to-be-delivered-via-mobile-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29145.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">372</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14933</span> Design Off-Campus Interactive Cloud-Based Learning Model </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osamah%20Al%20Qadoori">Osamah Al Qadoori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using cloud computing in educational sectors grow rapidly in UAE. Initially, within Cloud-Learning Environment Students whenever and wherever can remotely join the online-classroom, on the other hand, Cloud-Based Learning is greatly decreasing the infrastructure and the maintenance cost. Nowadays in many schools (K-12), institutes, colleges as well as universities in UAE Cloud-Based Teaching and Learning environments gain a higher demand and concern. Many students don’t use the available online-educational resources effectively. The challenging question is to which extend these educational resources which are installed in the cloud environment are valuable and constructive? In this paper the researcher is seeking to design an expert agent prototype where the huge information being accommodated inside the cloud environment will go through expert filtration before going to be utilized by other clients (students). To achieve this goal, the focus of the present research would be on two different directions the educational human expertise and the automated-educational expert systems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cloud%20computing" title="cloud computing">cloud computing</a>, <a href="https://publications.waset.org/abstracts/search?q=cloud-learning%20environment" title=" cloud-learning environment"> cloud-learning environment</a>, <a href="https://publications.waset.org/abstracts/search?q=online-classroom" title=" online-classroom"> online-classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20educational%20human%20expertise" title=" the educational human expertise"> the educational human expertise</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20automated-educational%20expert%20systems" title=" the automated-educational expert systems"> the automated-educational expert systems</a> </p> <a href="https://publications.waset.org/abstracts/22439/design-off-campus-interactive-cloud-based-learning-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">540</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14932</span> Exploration of Influential Factors on First Year Architecture Students’ Productivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shima%20Nikanjam">Shima Nikanjam</a>, <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour"> Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Adi%20Irfan%20Che%20Ani"> Adi Irfan Che Ani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design process in architecture education is based upon the Learning-by-Doing method, which leads students to understand how to design by practicing rather than studying. First-year design studios, as starting educational stage, provide integrated knowledge and skills of design for newly jointed architecture students. Within the basic design studio environment, students are guided to transfer their abstract thoughts into visual concrete decisions under the supervision of design educators for the first time. Therefore, introductory design studios have predominant impacts on students’ operational thinking and designing. Architectural design thinking is quite different from students’ educational backgrounds and learning habits. This educational challenge at basic design studios creates a severe need to study the reality of design education at foundation year and define appropriate educational methods with convenient project types with the intention of enhancing architecture education quality. Material for this study has been gathered through long-term direct observation at a first year second semester design studio at the faculty of architecture at EMU (known as FARC 102), fall and spring academic semester 2014-15. Distribution of a questionnaire among case study students and interviews with third and fourth design studio students who passed through the same methods of education in the past 2 years and conducting interviews with instructors are other methodologies used in this research. The results of this study reveal a risk of a mismatch between the implemented teaching method, project type and scale in this particular level and students’ learning styles. Although the existence of such risk due to varieties in students’ profiles could be expected to some extent, recommendations can support educators to reach maximum compatibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture%20education" title="architecture education">architecture education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20design%20studio" title=" basic design studio"> basic design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20method" title=" educational method"> educational method</a>, <a href="https://publications.waset.org/abstracts/search?q=forms%20creation%20skill" title=" forms creation skill"> forms creation skill</a> </p> <a href="https://publications.waset.org/abstracts/45636/exploration-of-influential-factors-on-first-year-architecture-students-productivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14931</span> An Excel-Based Educational Platform for Design Analyses of Pump-Pipe Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20M.%20El-Awad">Mohamed M. El-Awad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper describes an educational platform for design analyses of pump-pipe systems by using Microsoft Excel, its Solver add-in, and the associated VBA programming language. The paper demonstrates the capabilities of the Excel-based platform that suits the iterative nature of the design process better than the use of design charts and data tables. While VBA is used for the development of a user-defined function for determining the standard pipe diameter, Solver is used for optimising the pipe diameter of the pipeline and for determining the operating point of the selected pump. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20analyses" title="design analyses">design analyses</a>, <a href="https://publications.waset.org/abstracts/search?q=pump-pipe%20systems" title=" pump-pipe systems"> pump-pipe systems</a>, <a href="https://publications.waset.org/abstracts/search?q=Excel" title=" Excel"> Excel</a>, <a href="https://publications.waset.org/abstracts/search?q=solver" title=" solver"> solver</a>, <a href="https://publications.waset.org/abstracts/search?q=VBA" title=" VBA"> VBA</a> </p> <a href="https://publications.waset.org/abstracts/149433/an-excel-based-educational-platform-for-design-analyses-of-pump-pipe-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149433.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14930</span> The Role of Artificial Intelligence on Interior Space in College of Architecture and Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saif%20M.%20M.%20Obeidat">Saif M. M. Obeidat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research investigates the impact of artificial intelligence (AI) on interior spaces within a college of Architecture and Design. Employing a qualitative approach, the study conducts in-depth interviews and reviews AI-integrated design projects within the academic setting. The key objectives include assessing AI integration in design processes, examining the influence of AI on user experience, exploring its role in architectural innovation, identifying challenges, and assessing educational implications. The study aims to provide a comprehensive understanding of AI's role in shaping interior spaces within academia. It anticipates improved efficiency in design processes, positive user feedback on functionality and experiences, the emergence of innovative design solutions, and the identification of challenges like ethical considerations and technical limitations. Additionally, the research expects insights into how educational programs may need to adapt to incorporate AI knowledge and skills, ensuring students are well-prepared for the evolving landscape of architecture and design practice. By addressing these objectives, the research contributes valuable insights into the evolving relationship between technology and the field of architecture, particularly within educational contexts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interior%20design" title="interior design">interior design</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20settings" title=" academic settings"> academic settings</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/176462/the-role-of-artificial-intelligence-on-interior-space-in-college-of-architecture-and-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14929</span> 3D Multimedia Model for Educational Design Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohanaad%20Talal%20Shakir">Mohanaad Talal Shakir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper tries to propose educational design by using multimedia technology for Engineering of computer Technology, Alma'ref University College in Iraq. This paper evaluates the acceptance, cognition, and interactiveness of the proposed model by students by using the statistical relationship to determine the stage of the model. Objectives of proposed education design are to develop a user-friendly software for education purposes using multimedia technology and to develop animation for 3D model to simulate assembling and disassembling process of high-speed flow. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CAL" title="CAL">CAL</a>, <a href="https://publications.waset.org/abstracts/search?q=multimedia" title=" multimedia"> multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=shock%20tunnel" title=" shock tunnel"> shock tunnel</a>, <a href="https://publications.waset.org/abstracts/search?q=interactivity" title=" interactivity"> interactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a> </p> <a href="https://publications.waset.org/abstracts/19853/3d-multimedia-model-for-educational-design-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19853.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">623</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14928</span> Constructivist Design Approaches to Video Production for Distance Education in Business and Economics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20von%20Essen">C. von Essen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study outlines and evaluates a constructivist design approach to the creation of educational video on postgraduate business degree programmes. Many online courses are tapping into the educational affordances of video, as this form of online learning has the potential to create rich, multimodal experiences. And yet, in many learning contexts video is still being used to transmit instruction to passive learners, rather than promote learner engagement and knowledge creation. Constructivism posits the notion that learning is shaped as students make connections between their experiences and ideas. This paper pivots on the following research question: how can we design educational video in ways which promote constructivist learning and stimulate analytic viewing? By exploring and categorizing over two thousand educational videos created since 2014 for over thirty postgraduate courses in business, economics, mathematics and statistics, this paper presents and critically reflects on a taxonomy of video styles and features. It links the pedagogical intent of video – be it concept explanation, skill demonstration, feedback, real-world application of ideas, community creation, or the cultivation of course narrative – to specific presentational characteristics such as visual effects including diagrammatic and real-life graphics and aminations, commentary and sound options, chronological sequencing, interactive elements, and presenter set-up. The findings of this study inform a framework which captures the pedagogical, technological and production considerations instructional designers and educational media specialists should be conscious of when planning and preparing the video. More broadly, the paper demonstrates how learning theory and technology can coalesce to produce informed and pedagogical grounded instructional design choices. This paper reveals how crafting video in a more conscious and critical manner can produce powerful, new educational design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20video" title="educational video">educational video</a>, <a href="https://publications.waset.org/abstracts/search?q=constructivism" title=" constructivism"> constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title=" instructional design"> instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20education" title=" business education"> business education</a> </p> <a href="https://publications.waset.org/abstracts/81925/constructivist-design-approaches-to-video-production-for-distance-education-in-business-and-economics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81925.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14927</span> Effects of an Educational Program on Nurses Knowledge and Practice Related to Hepatitis-B: Pre-Experimental Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20S.%20Mehta">R. S. Mehta</a>, <a href="https://publications.waset.org/abstracts/search?q=G.%20N.%20Mandal"> G. N. Mandal </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hepatitis-B is the major infectious disease of mankind. In Nepal it is reported that more than 4.3% of Nepalese population at any time in their life has been infected with Hepatitis-B virus (HBV). The objective of this study was to evaluate the effectiveness of planned educational programme regarding knowledge and practice of hepatitis-B among the nurses working at medical units of BPKIHS. Pre-experimental research design was used to conduct the study among the nurses working in medical units of BPKIHS. Total 40 nurses were included in the pre-test and 34 in the post-test. The education intervention was arranged on 24th May 2012 from 2:15 pm to 4:45 pm i.e. two and half hours. After two weeks of education intervention post-test was conducted. Most of the participants (60%) were of the age group of 18-22 years, Hindu (82.5%), and unmarried (65%). After education intervention there is significant differences in knowledge on the components of Hepatitis-B at 0.05 level of significance. There is no difference in the attitude components after post-test except the component patient contaminated with Hepatitis-B must be called as the last patient (p=0.035). It can conclude that hepatitis-B educational program improved knowledge and practice among the nurses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program" title="educational program">educational program</a>, <a href="https://publications.waset.org/abstracts/search?q=Hepatitis-B" title=" Hepatitis-B"> Hepatitis-B</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-experimental%20design" title=" pre-experimental design"> pre-experimental design</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20units" title=" medical units "> medical units </a> </p> <a href="https://publications.waset.org/abstracts/16607/effects-of-an-educational-program-on-nurses-knowledge-and-practice-related-to-hepatitis-b-pre-experimental-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16607.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14926</span> Most Important Educational Planning Issues in the Developing Countries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Naeem%20Khan">Naeem Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In 1971 Williams in his essay titled "What Educational Planning is About in Higher Education" defined educational planning as "planning in education, as in anything else consist essentially of deciding, in advance, what you want, to do and how you are going to do in". In the “World Year book of Education”. While Anderson and Bowman in 1976 in their joint article titled "Theoretical Considerations in Educational Planning" defined it as "the process of preparing a set of decisions for future action pertaining in education". There are so many other definitions which are related to educational planning in which every one stress on the importance of educational planning. But developing countries face a lot of problems related to the educational planning and this paper is to discuss few of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title="educational planning">educational planning</a>, <a href="https://publications.waset.org/abstracts/search?q=problems" title=" problems"> problems</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20system" title=" education system"> education system</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a> </p> <a href="https://publications.waset.org/abstracts/22287/most-important-educational-planning-issues-in-the-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">554</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14925</span> Integration of Technology through Instructional Systems Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Salis">C. Salis</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Zedda"> D. Zedda</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20F.%20Wilson"> M. F. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The IDEA project was conceived for teachers who are interested in enhancing their capacity to effectively implement the use of specific technologies in their teaching practice. Participating teachers are coached and supported as they explore technologies applied to the educational context. They access tools such as the technological platform developed by our team. Among the platform functionalities, teachers access an instructional systems design (ISD) tool (learning designer) that was adapted to the needs of our project. The tool is accessible from computers or mobile devices and used in association with other technologies to create new, meaningful learning environments. The objective of an instructional systems design is to guarantee the quality and effectiveness of education and to enhance learning. This goal involves both teachers who want to become more efficient in transferring knowledge or skills and students as the final recipient of their teaching. The use of Blooms’s taxonomy enables teachers to classify the learning objectives into levels of complexity and specificity, thus making it possible to highlight the kind of knowledge teachers would like their students to reach. The fact that the instructional design features can be visualized through the IDEA platform is a guarantee for those who are looking for specific educational materials to be used in their lessons. Despite the benefits offered, a number of teachers are reluctant to use ISD because the preparatory work of having to thoroughly analyze the teaching/learning objectives, the planning of learning material, assessment activities, etc., is long and felt to be time-consuming. This drawback is minimized using a learning designer, as the tool facilitates to reuse of the didactic contents having a clear view of the processes of analysis, planning, and production of educational or testing materials uploaded on our platform. In this paper, we shall present the feedback of the teachers who used our tool in their didactic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20benefits" title="educational benefits">educational benefits</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20quality" title=" educational quality"> educational quality</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ISD%20tool" title=" ISD tool"> ISD tool</a> </p> <a href="https://publications.waset.org/abstracts/139886/integration-of-technology-through-instructional-systems-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139886.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14924</span> Educational Innovation and ICT: Before and during 21st Century</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carlos%20Monge%20L%C3%B3pez">Carlos Monge López</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20G%C3%B3mez%20Hern%C3%A1ndez"> Patricia Gómez Hernández</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational innovation is a quality factor of teaching-learning processes and institutional accreditation. There is an increasing of these change processes, especially after 2000. However, the publications about this topic are more associated with ICTs in currently century. The main aim of the study was to determine the tendency of educational innovations around ICTs. The used method was mixed research design (content analysis, review of scientific literature and descriptive, comparative and correlation study) with 649 papers. In summary, the results indicated that, progressively, the educational innovation is associated with ICTs, in comparison with this type of change processes without ICTs. In conclusion, although this tendency, scientific literature must divulgate more kinds of pedagogical innovation with the aim of deepening in other new resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descriptive%20study" title="descriptive study">descriptive study</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20society" title=" knowledge society"> knowledge society</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20innovation" title=" pedagogical innovation"> pedagogical innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=technologies" title=" technologies"> technologies</a> </p> <a href="https://publications.waset.org/abstracts/10245/educational-innovation-and-ict-before-and-during-21st-century" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">485</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14923</span> The Assessment of Natural Ventilation Performance for Thermal Comfort in Educational Space: A Case Study of Design Studio in the Arab Academy for Science and Technology, Alexandria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Alaa%20Sarhan">Alaa Sarhan</a>, <a href="https://publications.waset.org/abstracts/search?q=Rania%20Abd%20El%20Gelil"> Rania Abd El Gelil</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Awad"> Hana Awad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Through the last decades, the impact of thermal comfort on the working performance of users and occupants of an indoor space has been a concern. Research papers concluded that natural ventilation quality directly impacts the levels of thermal comfort. Natural ventilation must be put into account during the design process in order to improve the inhabitant's efficiency and productivity. One example of daily long-term occupancy spaces is educational facilities. Many individuals spend long times receiving a considerable amount of knowledge, and it takes additional time to apply this knowledge. Thus, this research is concerned with user's level of thermal comfort in design studios of educational facilities. The natural ventilation quality in spaces is affected by a number of parameters including orientation, opening design, and many other factors. This research aims to investigate the conscious manipulation of the physical parameters of the spaces and its impact on natural ventilation performance which subsequently affects thermal comfort of users. The current research uses inductive and deductive methods to define natural ventilation design considerations, which are used in a field study in a studio in the university building in Alexandria (AAST) to evaluate natural ventilation performance through analyzing and comparing the current case to the developed framework and conducting computational fluid dynamics simulation. Results have proved that natural ventilation performance is successful by only 50% of the natural ventilation design framework; these results are supported by CFD simulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20buildings" title="educational buildings">educational buildings</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20ventilation" title=" natural ventilation"> natural ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=" title=" "> </a>, <a href="https://publications.waset.org/abstracts/search?q=mediterranean%20climate" title=" mediterranean climate"> mediterranean climate</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a> </p> <a href="https://publications.waset.org/abstracts/104795/the-assessment-of-natural-ventilation-performance-for-thermal-comfort-in-educational-space-a-case-study-of-design-studio-in-the-arab-academy-for-science-and-technology-alexandria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104795.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">221</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14922</span> The Influence of Theories and Approaches to Educational Policy and Planning in Ghana’s Current Educational Developments</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruth%20Donkoh">Ruth Donkoh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wing%20On%20Lee"> Wing On Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Solomon%20A.%20Boateng"> Solomon A. Boateng</a>, <a href="https://publications.waset.org/abstracts/search?q=Portia%20Oware%20Twerefoo"> Portia Oware Twerefoo</a>, <a href="https://publications.waset.org/abstracts/search?q=Josephine%20Donkor"> Josephine Donkor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper we defend the value of theories and approaches to educational policy and planning in enhancing the educational developments in Ghana. This mission is achieved by enumerating the recent educational developments in Ghana and juxtaposing it with some educational theories, approaches to policy making, and policy planning to see if the educational developments conform with the theory principles as well as policy making and planning processes. Data collection for the research was made through textual analysis of policy documents as well as review of relevant literatures. The findings reveled that educational developments in Ghana are unable to attain its objectives due to the policies not conforming with the policy formation and planning principles. In addition, was that education planning in Ghana does not follow the policy-administration dichotomy theory principles and likewise the distribution of educational needs goes contrary to the equity theory. We recommend that educational policies in Ghana should be in conformity with the principles of theories as well as the approaches to educational policy making and planning to help meet the needs of learners, attain educational quality, and to help in the accomplishment of educational development objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghana%20education" title="Ghana education">Ghana education</a>, <a href="https://publications.waset.org/abstracts/search?q=equity%20theories" title=" equity theories"> equity theories</a>, <a href="https://publications.waset.org/abstracts/search?q=politics-%20administration%20dichotomy%20theory" title=" politics- administration dichotomy theory"> politics- administration dichotomy theory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policies" title=" educational policies"> educational policies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20planning" title=" educational planning"> educational planning</a> </p> <a href="https://publications.waset.org/abstracts/145080/the-influence-of-theories-and-approaches-to-educational-policy-and-planning-in-ghanas-current-educational-developments" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145080.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14921</span> Effective Use of Educational Technology for Teaching in Nigerian Colleges of Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edo%20O.%20Ekanem">Edo O. Ekanem</a>, <a href="https://publications.waset.org/abstracts/search?q=Eme%20S.%20Ndeh"> Eme S. Ndeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ubong%20M.%20Nkok"> Ubong M. Nkok</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The role of educational technology in teaching is of great importance because of its systematic way of conceptualizing the execution and evaluation of Educational process. This study therefore examines the use of Educational Technology for teaching in Colleges of Education in south south geo-political zone of Nigeria. Four specific purposes, four research questions and four null hypotheses guided the study. The study adopted descriptive research design of the survey type. A sample of 295 lecturers from six colleges of education was selected using stratified and simple random sampling techniques. The data for this study were collected through a self-designed questionnaire and was analyzed using frequency counts, percentage scores and t-test statistics. The hypotheses for the study were tested at 0.05 significance. Findings from the study reveal that Educational Technology facilities such as Internet, electronic notice boards and projectors were not adequately used for teaching in the Colleges. It was also found that most lecturers use more of visual media than electronic/digital media in the classrooms. Moreover, the study shows that lecturers’ use of educational technology is influenced by their highest academic qualification while their level of awareness about the value of technology in education is not gender based. Lecturers’ lack of competence, inadequate Educational Technology facilities and Power are among the factors that inhibit the adequate use of the facilities. Based on the findings, recommendations were made on how to ensure effective use of Educational Technology for teaching in the Colleges in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=colleges%20of%20education" title="colleges of education">colleges of education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20technology" title=" educational technology"> educational technology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/59882/effective-use-of-educational-technology-for-teaching-in-nigerian-colleges-of-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14920</span> The Facilitators and Barriers to the Implementation of Educational Neuroscience: Teachers’ Perspectives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Kawther">S. Kawther</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Marshall"> C. Marshall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Educational neuroscience has the intention of transforming research findings of the underpinning neural processes of learning to educational practices. A main criticism of the field, hitherto, is that less focus has been put on studying the in-progress practical application of these findings. Therefore, this study aims to gain a better understanding of teachers’ perceptions of the practical application and utilization of brain knowledge. This was approached by investigating the answer to 'What are the facilitators and barriers for bringing research from neuroscience to bear on education?'. Following a qualitative design, semi-structured interviews were conducted with 12 teachers who had a proficient course in educational neuroscience. Thematic analysis was performed on the transcribed data applying Braun & Clark’s steps. Findings emerged with four main themes: time, knowledge, teacher’s involvement, and system. These themes revealed that some effective brain-based practices are being engaged in by the teachers. However, the lack of guidance and challenges regarding this implementation were also found. This study discusses findings in light of the development of educational neuroscience implementation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brain-based" title="brain-based">brain-based</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20neuroscience" title=" educational neuroscience"> educational neuroscience</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroeducation" title=" neuroeducation"> neuroeducation</a>, <a href="https://publications.waset.org/abstracts/search?q=neuroscience-informed" title=" neuroscience-informed"> neuroscience-informed</a> </p> <a href="https://publications.waset.org/abstracts/123912/the-facilitators-and-barriers-to-the-implementation-of-educational-neuroscience-teachers-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123912.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">167</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14919</span> BEATRICE: A Low-Cost Manipulator Arm for an Educational Planetary Rover</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Pakulski">T. Pakulski</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20Kryza"> L. Kryza</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Linossier"> A. Linossier</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The BEar Articulated TeleRobotic Inspection and Clasping Extremity is a lightweight, 5 DoF robotic manipulator for the Berlin Educational Assistant Rover (BEAR). BEAR is one of the educational planetary rovers developed under the Space Rover projects at the Chair of Space Technology of the Technische Universität Berlin. The projects serve to conduct research and train engineers by developing rovers for competitions like the European Rover Challenge and the DLR SpaceBot Cup. BEATRICE is the result of a cost-driven design process to deliver a simple but capable platform for a variety of competition tasks: object grasping and manipulation, inspection, instrument wielding and more. The manipulator’s simple mechatronic design, based on a combination of servomotors and stepper motors with planetary gearboxes, also makes it a practical tool for developing embedded control systems. The platform’s initial implementation relies on tele-operated control but is fully instrumented for future autonomous functionality. This paper describes BEATRICE’s development from its preliminary link model to its structural and mechatronic design, embedded control and AI and T. In parallel, it examines the influence of budget constraints and high personnel turnover commonly associated with student teams on the manipulator’s design. Finally, it comments on the utility of robot design projects for educating future engineers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=low-cost" title=" low-cost"> low-cost</a>, <a href="https://publications.waset.org/abstracts/search?q=manipulator" title=" manipulator"> manipulator</a>, <a href="https://publications.waset.org/abstracts/search?q=robotics" title=" robotics"> robotics</a>, <a href="https://publications.waset.org/abstracts/search?q=rover" title=" rover"> rover</a> </p> <a href="https://publications.waset.org/abstracts/73776/beatrice-a-low-cost-manipulator-arm-for-an-educational-planetary-rover" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73776.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">256</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14918</span> A Case Study in Using Gamification in the Mobile Computing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rula%20Al%20Azawi">Rula Al Azawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abobaker%20Shafi"> Abobaker Shafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to use gamification technology in the mobile computing course to increase students motivation and engagement. The game applied to be designed by students focusing also to design educational game for children with age six years. This game will teach the students how to learn in a fun way. Our case study is implemented at Gulf College which is affiliated with Staffordshire University-UK. Our game design was applied to teach students Android Studio software by designing an educational game. Our goal with gamification is to improve student attendance, increase student engagement, problem solving and user stratification. Finally, we describe the findings and results of our case study. The data analysis and evaluation are based on students feedback, staff feedback and the final marking grades for the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=android%20studio%20software" title=" android studio software"> android studio software</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation%20and%20engagement" title=" students motivation and engagement"> students motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/61688/a-case-study-in-using-gamification-in-the-mobile-computing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14917</span> Involving Participants at the Methodological Design Stage: The Group Repertory Grid Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Art%20Tsang">Art Tsang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In educational research, the scope of investigations has almost always been determined by researchers. As learners are at the forefront of education, it is essential to balance researchers’ and learners’ voices in educational studies. In this paper, a data collection method that helps partly address the dearth of learners’ voices in research design is introduced. Inspired by the repertory grid approach (RGA), the group RGA approach, created by the author and his doctoral student, was successfully piloted with learners in Hong Kong. This method will very likely be of interest and use to many researchers, teachers, and postgraduate students in the field of education and beyond. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=learners" title=" learners"> learners</a>, <a href="https://publications.waset.org/abstracts/search?q=repertory%20grids" title=" repertory grids"> repertory grids</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a> </p> <a href="https://publications.waset.org/abstracts/168489/involving-participants-at-the-methodological-design-stage-the-group-repertory-grid-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168489.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">59</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14916</span> Educatronic Prototype for Learning Geometry, Based on a Multitouch Surface</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicario%20Marina">Vicario Marina</a>, <a href="https://publications.waset.org/abstracts/search?q=Bustos%20Freddy"> Bustos Freddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Olivares%20Jes%C3%BAs"> Olivares Jesús</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%B3mez%20Pilar"> Gómez Pilar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents a didactic model and a tool as educational resources to support the learning of geometry; they focus on topics difficult to understand. The target population is elementary school students. The tool is based on a collaborative educational approach using multi-touch devices. The proposal is based on the challenges found in the instructional design and prototype implementation. Traditionally, elementary students have had many problems assimilating mathematical topics; this new Educatronic prototype facilitates the learning experience using exercises and they were tested with different children demonstrating the benefits of the prototype by improving their mathematical skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educatronic%20prototype" title="educatronic prototype">educatronic prototype</a>, <a href="https://publications.waset.org/abstracts/search?q=geometry" title=" geometry"> geometry</a>, <a href="https://publications.waset.org/abstracts/search?q=multitouch%20surface" title=" multitouch surface"> multitouch surface</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20computing" title=" educational computing"> educational computing</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20informatics" title=" educational informatics"> educational informatics</a> </p> <a href="https://publications.waset.org/abstracts/29914/educatronic-prototype-for-learning-geometry-based-on-a-multitouch-surface" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29914.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14915</span> Challenges to Change and Innovation in Educational System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Felicia%20Kikelomo%20Oluwalola">Felicia Kikelomo Oluwalola</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to identify the challenges to change and innovation in educational system in Nigeria. Educational institutions, like all other organizations, require constant monitoring, to identify areas for potential improvement. However, educational reforms are often not well-implemented. This results in massive wastage of finances, human resources, and lost potential. Educational institutions are organised on many levels, from the individual classroom under the management of a single teacher, to groups of classrooms supervised by a Head Teacher or Executive Teacher, to a whole-school structure, under the guidance of the principal. Therefore, there is need for changes and innovation in our educational system since we are in the era of computer age. In doing so, this paper examined the psychology of change, concept of change and innovation with suggested view points. Educational administrators and individuals should be ready to have the challenge of monitoring changes in technologies. Educational planners/policy makers should be encouraged to involve in change process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation "> innovation </a> </p> <a href="https://publications.waset.org/abstracts/15788/challenges-to-change-and-innovation-in-educational-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">612</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14914</span> Efficacy of Educational Program on the Performance of Internship Nursing Students Regarding Electronic Fetal Monitoring</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aida%20Abd%20El-Razek">Aida Abd El-Razek</a>, <a href="https://publications.waset.org/abstracts/search?q=Alyaa%20Salman%20Madian"> Alyaa Salman Madian</a>, <a href="https://publications.waset.org/abstracts/search?q=Gamila%20Gaber%20Ayoub"> Gamila Gaber Ayoub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Electronic fetal monitoring is an obstetric technology that helps to record any changes in fetal heart rate and uterine activity. The aim of this study was to determine the efficacy of educational programs on the performance of internship nursing students regarding electronic fetal monitoring in obstetrics and gynecology departments. Design: A quasi-experimental research design (pre- and post-test) was used. Sample: A convenient sample of all internship nursing students (180 internship nursing students) from the Faculty of Nursing at Menoufia University during the academic year 2022-2023). The instruments of this study were a structured, self-administered interview questionnaire consisting of two parts: the socio-demographic characteristics of the study participants and an assessment of internship nursing students’ knowledge regarding electronic fetal monitoring (pre- and post-test). Observational checklist to assess internship nursing students’ performance regarding EFM. Results: There were highly statistically significant differences between the internship nurses' students’ knowledge and performance on the pretest and posttest. Conclusion: An educational program on electronic fetal monitoring carries a vital value for enhancing internship nursing students’ knowledge and performance, which ultimately leads to improved maternal and fetal outcomes. Recommendation: Regular educational programs and workshops about electronic fetal monitoring should be encouraged for all maternity nurses and internship nursing students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20program" title="educational program">educational program</a>, <a href="https://publications.waset.org/abstracts/search?q=internship%20nursing%20students" title=" internship nursing students"> internship nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=efficacy" title=" efficacy"> efficacy</a> </p> <a href="https://publications.waset.org/abstracts/185431/efficacy-of-educational-program-on-the-performance-of-internship-nursing-students-regarding-electronic-fetal-monitoring" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185431.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14913</span> Analytical Study of Educational Theories of Educational Psychology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Krishan%20Tiwari">Ajay Krishan Tiwari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on educational psychology have demonstrated the interest of the child's psychological and cognitive environment in the quality of their school commitment. The educational psychologist works with children and adolescents to remedy these factors. The task of the educational psychologist is to liberate the child and adolescent intellectually. Its purpose is to harmonize the child with the system of learning. Psychoanalytic support requires practice in creativity, reading, math, and meditation methods. The goal of educational psychology is to restore the desire and enjoyment of learning. The educational psychologist takes into account the concerns and personality traits that hinder student learning and restores self-esteem. Educational psychologists specialize in supporting children or adolescents who have a different approach to learning. Its role is to consider the child as a whole (cognitive, affective, physical, school, family factors, etc.). It welcomes the child's way of thinking and participates in its development. It is an essential point of contact between the child and his school environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title="educational psychology">educational psychology</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20theories" title=" educational theories"> educational theories</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist" title=" psychologist"> psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20environment" title=" cognitive environment"> cognitive environment</a>, <a href="https://publications.waset.org/abstracts/search?q=psychoanalytic%20support" title=" psychoanalytic support"> psychoanalytic support</a>, <a href="https://publications.waset.org/abstracts/search?q=enjoyment%20of%20learning" title=" enjoyment of learning"> enjoyment of learning</a> </p> <a href="https://publications.waset.org/abstracts/179614/analytical-study-of-educational-theories-of-educational-psychology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">73</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14912</span> Instructional Design Strategy Based on Stories with Interactive Resources for Learning English in Preschool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vicario%20Marina">Vicario Marina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruiz%20Elena"> Ruiz Elena</a>, <a href="https://publications.waset.org/abstracts/search?q=Peredo%20Ruben"> Peredo Ruben</a>, <a href="https://publications.waset.org/abstracts/search?q=Bustos%20Eduardo"> Bustos Eduardo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> the development group of Educational Computing of the National Polytechnic (IPN) in Mexico has been developing interactive resources at preschool level in an effort to improve learning in the Child Development Centers (CENDI). This work describes both a didactic architecture and a strategy for teaching English with digital stories using interactive resources available through a Web repository designed to be used in mobile platforms. It will be accessible initially to 500 children and worldwide by the end of 2015. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20design" title="instructional design">instructional design</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive%20resources" title=" interactive resources"> interactive resources</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20educational%20resources" title=" digital educational resources"> digital educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=story%20based%20English%20teaching" title=" story based English teaching"> story based English teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20education" title=" preschool education"> preschool education</a> </p> <a href="https://publications.waset.org/abstracts/29911/instructional-design-strategy-based-on-stories-with-interactive-resources-for-learning-english-in-preschool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29911.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">473</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14911</span> Open educational Resources' Metadata: Towards the First Star to Quality of Open Educational Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Audrey%20Romero-Pelaez">Audrey Romero-Pelaez</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Carlos%20Morocho-Yunga"> Juan Carlos Morocho-Yunga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increasing amount of open educational resources (OER) published on the web for consumption in teaching and learning environments also generates a growing need to ensure the quality of these resources. The low level of OER discovery is one of the most significant drawbacks when faced with its reuse, and as a consequence, high-quality educational resources can go unnoticed. Metadata enables the discovery of resources on the web. The purpose of this study is to lay the foundations for open educational resources to achieve their first quality star within the Quality4OER Framework. In this study, we evaluate the quality of OER metadata and establish the main guidelines on metadata quality in this context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=open%20educational%20resources" title="open educational resources">open educational resources</a>, <a href="https://publications.waset.org/abstracts/search?q=OER%20quality" title=" OER quality"> OER quality</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20metadata" title=" quality metadata"> quality metadata</a> </p> <a href="https://publications.waset.org/abstracts/129865/open-educational-resources-metadata-towards-the-first-star-to-quality-of-open-educational-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129865.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14910</span> Young People, the Internet and Inequality: What are the Causes and Consequences of Exclusion?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Albin%20Wallace">Albin Wallace</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Part of the provision within educational institutions is the design, commissioning and implementation of ICT facilities to improve teaching and learning. Inevitably, these facilities focus largely on Internet Protocol (IP) based provisions including access to the World Wide Web, email, interactive software and hardware tools. Educators should be committed to the use of ICT to improve learning and teaching as well as to issues relating to the Internet and educational disadvantage, especially with respect to access and exclusion concerns. In this paper I examine some recent research into the issue of inequality and use of the Internet during which I discuss the causes and consequences of exclusion in the context of social inequality, digital literacy and digital inequality, also touching on issues of global inequality. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inequality" title="inequality">inequality</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/17100/young-people-the-internet-and-inequality-what-are-the-causes-and-consequences-of-exclusion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">488</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14909</span> Obstacles in Integrating ICT in Education: A Cross-Sectional Study in GCC Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Alhawiti">Mohammed Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the insight of educational practitioners concerning challenges that seriously obstruct the comprehension of ICT-related goals of educational institutes. ICT education is a broad area encircling a variety of discipline; both those traditionally classified as IT such as information systems, engineering etc., as well as recent areas, which cross over a variety of educational fields. The results are from a local survey among national representative samples of institutes across GCC countries. The research entails a brief synopsis of the design of this project, a review of key indicators regarding ICT (Information and Communication Technologies) in various institutions, key obstacles and an investigation of the co-variation between challenges and related factors at the country-level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information" title="information">information</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=GCC%20countries" title=" GCC countries"> GCC countries</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20sector" title=" education sector"> education sector</a> </p> <a href="https://publications.waset.org/abstracts/26446/obstacles-in-integrating-ict-in-education-a-cross-sectional-study-in-gcc-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26446.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">431</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14908</span> The Need for Educational Psychology in Teacher Education for Sustainable Transformation and Security in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kaltume%20Kabir%20Sharrif">Kaltume Kabir Sharrif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher education is the bedrock of educational growth and development of any nation. With development in education all human problems can be overcome. Educational Psychology, on the other hand, is in a strategic position for any programme in teacher education to be successful hence other aspects of societal issues. In other words, no teacher education can be of any help in ensuring transformation and security without adequate study in Educational Psychology. Without adequate knowledge and skills in Educational Psychology the teacher may not function effectively in the course of discharging his duty. It is in view of this, that the paper discusses some aspects of Educational Psychology that are of paramount importance in teacher education for sustainable transformation and security of Nigeria. Some recommendations were offered on the role educational psychology play in resolving security challenges facing the country. These include enriching educational psychology with topics from forensic psychology that will provide the teacher the skills of fighting crime in the school, Behavioural Science Unit should be established in each school to monitor the behavior of students, among others. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=transformation" title="transformation">transformation</a>, <a href="https://publications.waset.org/abstracts/search?q=security%20challenges" title=" security challenges"> security challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title=" teacher education"> teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20psychology" title=" educational psychology"> educational psychology</a> </p> <a href="https://publications.waset.org/abstracts/23923/the-need-for-educational-psychology-in-teacher-education-for-sustainable-transformation-and-security-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23923.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14907</span> Drawing, Design and Building Information Modelling (BIM): Embedding Advanced Digital Tools in the Academy Programs for Building Engineers and Architects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vittorio%20Caffi">Vittorio Caffi</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Pignataro"> Maria Pignataro</a>, <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Cosimo%20Devito"> Antonio Cosimo Devito</a>, <a href="https://publications.waset.org/abstracts/search?q=Marco%20Pesenti"> Marco Pesenti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the integration of advanced digital design and modelling tools and methodologies, known as Building Information Modelling, into the traditional Academy educational programs for building engineers and architects. Nowadays, the challenge the Academy has to face is to present the new tools and their features to the pupils, making sure they acquire the proper skills in order to leverage the potential they offer also for the other courses embedded in the educational curriculum. The syllabus here presented refers to the “Drawing for building engineering”, “2D and 3D laboratory” and “3D modelling” curricula of the MSc in Building Engineering of the Politecnico di Milano. Such topics, included since the first year in the MSc program, are fundamental to give the students the instruments to master the complexity of an architectural or building engineering project with digital tools, so as to represent it in its various forms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BIM" title="BIM">BIM</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20curricula" title=" BIM curricula"> BIM curricula</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20design" title=" computational design"> computational design</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20modelling" title=" digital modelling"> digital modelling</a> </p> <a href="https://publications.waset.org/abstracts/61335/drawing-design-and-building-information-modelling-bim-embedding-advanced-digital-tools-in-the-academy-programs-for-building-engineers-and-architects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61335.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">669</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">14906</span> A Survey of Some Technology Enhanced Teaching and Learning Techniques: Implication to Educational Development in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullahi%20Bn%20Umar">Abdullahi Bn Umar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the years curriculum planners and researchers in education have continued to seek for ways to improve teaching and learning by way of varying approaches to curriculum and instruction in line with dynamic nature of knowledge. In this regards various innovative strategies to teaching and learning have been adopted to match with the technological advancement in education particularly in the aspect of instructional delivery through Information Communication Technology (ICT) as a tools. This paper reviews some innovative strategies and how they impact on learner’s achievement and educational development in Nigeria. The paper concludes by recommending innovative approach appropriate for use in Nigerian context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovation" title="innovation">innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=instructional%20delivery" title=" instructional delivery"> instructional delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=virtual%20laboratory" title=" virtual laboratory"> virtual laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20design" title=" educational design"> educational design</a> </p> <a href="https://publications.waset.org/abstracts/23780/a-survey-of-some-technology-enhanced-teaching-and-learning-techniques-implication-to-educational-development-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23780.pdf" target="_blank" class="btn btn-primary 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