�ݺ�ߣshows by User: khalid1352

�ݺ�ߣshows by User: khalid1352 / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: khalid1352 / Wed, 06 Nov 2024 20:52:45 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: khalid1352 Learning Introductory University Math & Statistics Using Generative AI Tools: An Exploratory Study /slideshow/learning-introductory-university-math-statistics-using-generative-ai-tools-an-exploratory-study/273078568 khalidresundsdagen2024-241106205245-864e92d6
Research databases still lack empirical studies on the exploration, integration, and impact of GenAI in mathematics & statistics learning from the perspectives of educators, students, management and designers. This exploratory study applied (1) a participatory approach to identify, try out and evaluate GenAI mathematics learning tools from the website theresanaiforthat.com (2) a survey on the adoption and perception towards GenAI tools for introductory statistics Participants & respondents: First-year students of Mathematics (Bachelor of Engineering) and Statistics (Diploma of Engineering) from the Technical University of Denmark.]]>
Research databases still lack empirical studies on the exploration, integration, and impact of GenAI in mathematics & statistics learning from the perspectives of educators, students, management and designers. This exploratory study applied (1) a participatory approach to identify, try out and evaluate GenAI mathematics learning tools from the website theresanaiforthat.com (2) a survey on the adoption and perception towards GenAI tools for introductory statistics Participants & respondents: First-year students of Mathematics (Bachelor of Engineering) and Statistics (Diploma of Engineering) from the Technical University of Denmark.]]> Wed, 06 Nov 2024 20:52:45 GMT /slideshow/learning-introductory-university-math-statistics-using-generative-ai-tools-an-exploratory-study/273078568 khalid1352@slideshare.net(khalid1352) Learning Introductory University Math & Statistics Using Generative AI Tools: An Exploratory Study khalid1352 Research databases still lack empirical studies on the exploration, integration, and impact of GenAI in mathematics & statistics learning from the perspectives of educators, students, management and designers. This exploratory study applied (1) a participatory approach to identify, try out and evaluate GenAI mathematics learning tools from the website theresanaiforthat.com (2) a survey on the adoption and perception towards GenAI tools for introductory statistics Participants & respondents: First-year students of Mathematics (Bachelor of Engineering) and Statistics (Diploma of Engineering) from the Technical University of Denmark. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/khalidresundsdagen2024-241106205245-864e92d6-thumbnail.jpg?width=120&height=120&fit=bounds" /> Research databases still lack empirical studies on the exploration, integration, and impact of GenAI in mathematics & statistics learning from the perspectives of educators, students, management and designers. This exploratory study applied (1) a participatory approach to identify, try out and evaluate GenAI mathematics learning tools from the website theresanaiforthat.com (2) a survey on the adoption and perception towards GenAI tools for introductory statistics Participants & respondents: First-year students of Mathematics (Bachelor of Engineering) and Statistics (Diploma of Engineering) from the Technical University of Denmark.

Learning Introductory University Math & Statistics Using Generative AI Tools: An Exploratory Study from Khalid Md Saifuddin

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0 Metrics of Success: Evaluating User Satisfaction in AI Chatbots /slideshow/metrics-of-success-evaluating-user-satisfaction-in-ai-chatbots/272553573 icaai2024ae1096-evaluatingusersatisfactionofchatbot-241019115236-9c094cc1
This paper makes a significant contribution by presenting a 40-item instrument designed to evaluate user satisfaction with AI chatbots, derived from the refinement and synthesis of six prior instruments. The rapid evolution of AI, particularly with the advent of large language models (LLMs), has led to the widespread implementation of AI-driven chatbots across various industries, highlighting the need for effective evaluation tools. Current tools such as SERVQUAL and E-SERVQUAL fail to capture unique AI-specific capabilities like language intelligence and recognition, necessitating a novel approach to assessment. The instrument proposed in this study focuses on measuring key dimensions affecting user satisfaction with AI chatbots, particularly in customer support scenarios. The research involved a comprehensive literature review of six previous instruments, resulting in the initial selection of 256 items across 26 dimensions. These items were subjected to a rigorous content validation process, eliminating redundant or poorly worded items, and merging overlapping constructs to refine the instrument into 41 items across eight dimensions: Humanness (Anthropomorphic Design Cues), Dialogic Communication, Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, Satisfaction, and Continuance Intention. Following a two-stage scale development process, the instrument was tested within a Danish company using a mixed-methods approach. The initial item generation was based on a critical synthesis of existing literature, followed by interviews and think-aloud tests to assess the clarity and relevance of each item. As part of the refinement process, nine questions across various dimensions were revised for better clarity and conceptual consistency. This process resulted in a final instrument consisting of 40 items that comprehensively measure user satisfaction across the specified dimensions. The empirical testing phase demonstrated strong reliability and validity for most dimensions, with Cronbach's alpha values exceeding 0.8 for Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, and Continuance Intention. However, lower reliability scores were noted for the Humanness and Dialogic Communication dimensions, signaling the need for further refinement. Despite these limitations, the instrument offers a robust tool for evaluating user satisfaction with AI chatbots in customer support settings. This study fills a critical gap in current scholarship by synthesizing diverse evaluation scales into a unified instrument that can be applied across different industries and contexts, offering valuable insights for the post-implementation evaluation of AI chatbots. It also addresses factors previously overlooked, such as hedonic satisfaction and perceived privacy risk, contributing to a more nuanced understanding of user experiences with AI-driven chatbots. Future research is recommended to test]]>
This paper makes a significant contribution by presenting a 40-item instrument designed to evaluate user satisfaction with AI chatbots, derived from the refinement and synthesis of six prior instruments. The rapid evolution of AI, particularly with the advent of large language models (LLMs), has led to the widespread implementation of AI-driven chatbots across various industries, highlighting the need for effective evaluation tools. Current tools such as SERVQUAL and E-SERVQUAL fail to capture unique AI-specific capabilities like language intelligence and recognition, necessitating a novel approach to assessment. The instrument proposed in this study focuses on measuring key dimensions affecting user satisfaction with AI chatbots, particularly in customer support scenarios. The research involved a comprehensive literature review of six previous instruments, resulting in the initial selection of 256 items across 26 dimensions. These items were subjected to a rigorous content validation process, eliminating redundant or poorly worded items, and merging overlapping constructs to refine the instrument into 41 items across eight dimensions: Humanness (Anthropomorphic Design Cues), Dialogic Communication, Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, Satisfaction, and Continuance Intention. Following a two-stage scale development process, the instrument was tested within a Danish company using a mixed-methods approach. The initial item generation was based on a critical synthesis of existing literature, followed by interviews and think-aloud tests to assess the clarity and relevance of each item. As part of the refinement process, nine questions across various dimensions were revised for better clarity and conceptual consistency. This process resulted in a final instrument consisting of 40 items that comprehensively measure user satisfaction across the specified dimensions. The empirical testing phase demonstrated strong reliability and validity for most dimensions, with Cronbach's alpha values exceeding 0.8 for Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, and Continuance Intention. However, lower reliability scores were noted for the Humanness and Dialogic Communication dimensions, signaling the need for further refinement. Despite these limitations, the instrument offers a robust tool for evaluating user satisfaction with AI chatbots in customer support settings. This study fills a critical gap in current scholarship by synthesizing diverse evaluation scales into a unified instrument that can be applied across different industries and contexts, offering valuable insights for the post-implementation evaluation of AI chatbots. It also addresses factors previously overlooked, such as hedonic satisfaction and perceived privacy risk, contributing to a more nuanced understanding of user experiences with AI-driven chatbots. Future research is recommended to test]]> Sat, 19 Oct 2024 11:52:36 GMT /slideshow/metrics-of-success-evaluating-user-satisfaction-in-ai-chatbots/272553573 khalid1352@slideshare.net(khalid1352) Metrics of Success: Evaluating User Satisfaction in AI Chatbots khalid1352 This paper makes a significant contribution by presenting a 40-item instrument designed to evaluate user satisfaction with AI chatbots, derived from the refinement and synthesis of six prior instruments. The rapid evolution of AI, particularly with the advent of large language models (LLMs), has led to the widespread implementation of AI-driven chatbots across various industries, highlighting the need for effective evaluation tools. Current tools such as SERVQUAL and E-SERVQUAL fail to capture unique AI-specific capabilities like language intelligence and recognition, necessitating a novel approach to assessment. The instrument proposed in this study focuses on measuring key dimensions affecting user satisfaction with AI chatbots, particularly in customer support scenarios. The research involved a comprehensive literature review of six previous instruments, resulting in the initial selection of 256 items across 26 dimensions. These items were subjected to a rigorous content validation process, eliminating redundant or poorly worded items, and merging overlapping constructs to refine the instrument into 41 items across eight dimensions: Humanness (Anthropomorphic Design Cues), Dialogic Communication, Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, Satisfaction, and Continuance Intention. Following a two-stage scale development process, the instrument was tested within a Danish company using a mixed-methods approach. The initial item generation was based on a critical synthesis of existing literature, followed by interviews and think-aloud tests to assess the clarity and relevance of each item. As part of the refinement process, nine questions across various dimensions were revised for better clarity and conceptual consistency. This process resulted in a final instrument consisting of 40 items that comprehensively measure user satisfaction across the specified dimensions. The empirical testing phase demonstrated strong reliability and validity for most dimensions, with Cronbach's alpha values exceeding 0.8 for Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, and Continuance Intention. However, lower reliability scores were noted for the Humanness and Dialogic Communication dimensions, signaling the need for further refinement. Despite these limitations, the instrument offers a robust tool for evaluating user satisfaction with AI chatbots in customer support settings. This study fills a critical gap in current scholarship by synthesizing diverse evaluation scales into a unified instrument that can be applied across different industries and contexts, offering valuable insights for the post-implementation evaluation of AI chatbots. It also addresses factors previously overlooked, such as hedonic satisfaction and perceived privacy risk, contributing to a more nuanced understanding of user experiences with AI-driven chatbots. Future research is recommended to test <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/icaai2024ae1096-evaluatingusersatisfactionofchatbot-241019115236-9c094cc1-thumbnail.jpg?width=120&height=120&fit=bounds" /> This paper makes a significant contribution by presenting a 40-item instrument designed to evaluate user satisfaction with AI chatbots, derived from the refinement and synthesis of six prior instruments. The rapid evolution of AI, particularly with the advent of large language models (LLMs), has led to the widespread implementation of AI-driven chatbots across various industries, highlighting the need for effective evaluation tools. Current tools such as SERVQUAL and E-SERVQUAL fail to capture unique AI-specific capabilities like language intelligence and recognition, necessitating a novel approach to assessment. The instrument proposed in this study focuses on measuring key dimensions affecting user satisfaction with AI chatbots, particularly in customer support scenarios. The research involved a comprehensive literature review of six previous instruments, resulting in the initial selection of 256 items across 26 dimensions. These items were subjected to a rigorous content validation process, eliminating redundant or poorly worded items, and merging overlapping constructs to refine the instrument into 41 items across eight dimensions: Humanness (Anthropomorphic Design Cues), Dialogic Communication, Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, Satisfaction, and Continuance Intention. Following a two-stage scale development process, the instrument was tested within a Danish company using a mixed-methods approach. The initial item generation was based on a critical synthesis of existing literature, followed by interviews and think-aloud tests to assess the clarity and relevance of each item. As part of the refinement process, nine questions across various dimensions were revised for better clarity and conceptual consistency. This process resulted in a final instrument consisting of 40 items that comprehensively measure user satisfaction across the specified dimensions. The empirical testing phase demonstrated strong reliability and validity for most dimensions, with Cronbach's alpha values exceeding 0.8 for Information Quality, Perceived Privacy Risk, Perceived Usefulness, Human-AI Collaboration, and Continuance Intention. However, lower reliability scores were noted for the Humanness and Dialogic Communication dimensions, signaling the need for further refinement. Despite these limitations, the instrument offers a robust tool for evaluating user satisfaction with AI chatbots in customer support settings. This study fills a critical gap in current scholarship by synthesizing diverse evaluation scales into a unified instrument that can be applied across different industries and contexts, offering valuable insights for the post-implementation evaluation of AI chatbots. It also addresses factors previously overlooked, such as hedonic satisfaction and perceived privacy risk, contributing to a more nuanced understanding of user experiences with AI-driven chatbots. Future research is recommended to test

Metrics of Success: Evaluating User Satisfaction in AI Chatbots from Khalid Md Saifuddin

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0 Learning Technology for Improving Teaching Quality at Scale /slideshow/1-5-khalid-learning-technology-for-improving-teaching-quality-at-scale/250832138 15khalidlearningtechnologyforimprovingteachingqualityatscale-211213181553
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.]]>
Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.]]> Mon, 13 Dec 2021 18:15:53 GMT /slideshow/1-5-khalid-learning-technology-for-improving-teaching-quality-at-scale/250832138 khalid1352@slideshare.net(khalid1352) Learning Technology for Improving Teaching Quality at Scale khalid1352 Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/15khalidlearningtechnologyforimprovingteachingqualityatscale-211213181553-thumbnail.jpg?width=120&height=120&fit=bounds" /> Scale teaching methods for both physical and digital teaching environments to a higher number of students via digital learning technology and a combination of face2face learning, student-driven learning and digital learning technology.

Learning Technology for Improving Teaching Quality at Scale from Khalid Md Saifuddin

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0 Students find it difficult to explain what skills they need and have /slideshow/students-find-it-difficult-to-explain-what-skills-they-need-and-have/193633030 khalidlars-191114172855
What did you intend the students to learn from this teaching and learning activity? The objectives were x to facilitate the students of sports and design to gain insights on the expectations by prospective employers at the public and private organizations x to understand the importance of articulately present the knowledge, skills and competencies gained through authentic learning experiences x to find the motivation to look beyond the scope of the course to define the desired outcomes as employability skills and not the exam scores only Which generic features of the teaching and learning activity, would you share at TAL2019? We conducted interviews with the course projects’ contacts/prospective employers regarding their expectations of our graduates. Narratives were prepared and verified with the interviewees. Main findings in the narratives were that we recognized that the employers expected hard skills but the main focus in hiring a newly graduated, employees highly valued soft skill. Especially initiative, humbleness, collaboration and communication, flexibility, independence and they should have abelites listen to more experienced colleagues. We shall share the narratives made in Danish and English. The students were facilitated to write notes on the key skills and competencies that they should emphasize during the study and communicated during job application, interview and professional profile creation. We shall share students’ reflections after reading the ‘(prospective) employers’ narratives on expectations from sports and health program’s graduates. According to you and the students, what was the impact of the teaching and learning activity on student learning/engagement? Some of the students’ found it difficult to navigate in combining skills beyond the course, the presented materials of the course, and previous experience. Students were able to emphasize the importance of developing evident skill and competencies, to attain a certain level of employability. A group of three students wrote: “The stories chosen for this were also good, but relevance to the rest of the subject was not timely. Why should it be in this course? It was exciting to hear about what employers are looking for in applicants. It may be more about personality concerning the position, rather than what skills one can gain in or after education.” How could your practice be inspirational/transferable to other teachers, students, institutions? The narratives and facilitation workshop were made for a graduate course and now we are using it in some of the courses at the undergraduate level. We identified that similar narratives should also be made based on successful entrepreneurs and academic professionals that are alumni of the study program. A 30-min session can be allocated for plenum discussion in each course and narratives can be sent out in advance for reading before the session.]]>
What did you intend the students to learn from this teaching and learning activity? The objectives were x to facilitate the students of sports and design to gain insights on the expectations by prospective employers at the public and private organizations x to understand the importance of articulately present the knowledge, skills and competencies gained through authentic learning experiences x to find the motivation to look beyond the scope of the course to define the desired outcomes as employability skills and not the exam scores only Which generic features of the teaching and learning activity, would you share at TAL2019? We conducted interviews with the course projects’ contacts/prospective employers regarding their expectations of our graduates. Narratives were prepared and verified with the interviewees. Main findings in the narratives were that we recognized that the employers expected hard skills but the main focus in hiring a newly graduated, employees highly valued soft skill. Especially initiative, humbleness, collaboration and communication, flexibility, independence and they should have abelites listen to more experienced colleagues. We shall share the narratives made in Danish and English. The students were facilitated to write notes on the key skills and competencies that they should emphasize during the study and communicated during job application, interview and professional profile creation. We shall share students’ reflections after reading the ‘(prospective) employers’ narratives on expectations from sports and health program’s graduates. According to you and the students, what was the impact of the teaching and learning activity on student learning/engagement? Some of the students’ found it difficult to navigate in combining skills beyond the course, the presented materials of the course, and previous experience. Students were able to emphasize the importance of developing evident skill and competencies, to attain a certain level of employability. A group of three students wrote: “The stories chosen for this were also good, but relevance to the rest of the subject was not timely. Why should it be in this course? It was exciting to hear about what employers are looking for in applicants. It may be more about personality concerning the position, rather than what skills one can gain in or after education.” How could your practice be inspirational/transferable to other teachers, students, institutions? The narratives and facilitation workshop were made for a graduate course and now we are using it in some of the courses at the undergraduate level. We identified that similar narratives should also be made based on successful entrepreneurs and academic professionals that are alumni of the study program. A 30-min session can be allocated for plenum discussion in each course and narratives can be sent out in advance for reading before the session.]]> Thu, 14 Nov 2019 17:28:55 GMT /slideshow/students-find-it-difficult-to-explain-what-skills-they-need-and-have/193633030 khalid1352@slideshare.net(khalid1352) Students find it difficult to explain what skills they need and have khalid1352 What did you intend the students to learn from this teaching and learning activity? The objectives were x to facilitate the students of sports and design to gain insights on the expectations by prospective employers at the public and private organizations x to understand the importance of articulately present the knowledge, skills and competencies gained through authentic learning experiences x to find the motivation to look beyond the scope of the course to define the desired outcomes as employability skills and not the exam scores only Which generic features of the teaching and learning activity, would you share at TAL2019? We conducted interviews with the course projects’ contacts/prospective employers regarding their expectations of our graduates. Narratives were prepared and verified with the interviewees. Main findings in the narratives were that we recognized that the employers expected hard skills but the main focus in hiring a newly graduated, employees highly valued soft skill. Especially initiative, humbleness, collaboration and communication, flexibility, independence and they should have abelites listen to more experienced colleagues. We shall share the narratives made in Danish and English. The students were facilitated to write notes on the key skills and competencies that they should emphasize during the study and communicated during job application, interview and professional profile creation. We shall share students’ reflections after reading the ‘(prospective) employers’ narratives on expectations from sports and health program’s graduates. According to you and the students, what was the impact of the teaching and learning activity on student learning/engagement? Some of the students’ found it difficult to navigate in combining skills beyond the course, the presented materials of the course, and previous experience. Students were able to emphasize the importance of developing evident skill and competencies, to attain a certain level of employability. A group of three students wrote: “The stories chosen for this were also good, but relevance to the rest of the subject was not timely. Why should it be in this course? It was exciting to hear about what employers are looking for in applicants. It may be more about personality concerning the position, rather than what skills one can gain in or after education.” How could your practice be inspirational/transferable to other teachers, students, institutions? The narratives and facilitation workshop were made for a graduate course and now we are using it in some of the courses at the undergraduate level. We identified that similar narratives should also be made based on successful entrepreneurs and academic professionals that are alumni of the study program. A 30-min session can be allocated for plenum discussion in each course and narratives can be sent out in advance for reading before the session. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/khalidlars-191114172855-thumbnail.jpg?width=120&height=120&fit=bounds" /> What did you intend the students to learn from this teaching and learning activity? The objectives were x to facilitate the students of sports and design to gain insights on the expectations by prospective employers at the public and private organizations x to understand the importance of articulately present the knowledge, skills and competencies gained through authentic learning experiences x to find the motivation to look beyond the scope of the course to define the desired outcomes as employability skills and not the exam scores only Which generic features of the teaching and learning activity, would you share at TAL2019? We conducted interviews with the course projects’ contacts/prospective employers regarding their expectations of our graduates. Narratives were prepared and verified with the interviewees. Main findings in the narratives were that we recognized that the employers expected hard skills but the main focus in hiring a newly graduated, employees highly valued soft skill. Especially initiative, humbleness, collaboration and communication, flexibility, independence and they should have abelites listen to more experienced colleagues. We shall share the narratives made in Danish and English. The students were facilitated to write notes on the key skills and competencies that they should emphasize during the study and communicated during job application, interview and professional profile creation. We shall share students’ reflections after reading the ‘(prospective) employers’ narratives on expectations from sports and health program’s graduates. According to you and the students, what was the impact of the teaching and learning activity on student learning/engagement? Some of the students’ found it difficult to navigate in combining skills beyond the course, the presented materials of the course, and previous experience. Students were able to emphasize the importance of developing evident skill and competencies, to attain a certain level of employability. A group of three students wrote: “The stories chosen for this were also good, but relevance to the rest of the subject was not timely. Why should it be in this course? It was exciting to hear about what employers are looking for in applicants. It may be more about personality concerning the position, rather than what skills one can gain in or after education.” How could your practice be inspirational/transferable to other teachers, students, institutions? The narratives and facilitation workshop were made for a graduate course and now we are using it in some of the courses at the undergraduate level. We identified that similar narratives should also be made based on successful entrepreneurs and academic professionals that are alumni of the study program. A 30-min session can be allocated for plenum discussion in each course and narratives can be sent out in advance for reading before the session.

Students find it difficult to explain what skills they need and have from Khalid Md Saifuddin

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0 Cross-location and Cross-disciplinary Collaborative Prototyping Using Virtual Reality in Higher Education /slideshow/crosslocation-and-crossdisciplinary-collaborative-prototyping-using-virtual-reality-in-higher-education/193601612 ecel2019khalidvrpaperslides-191114155808
The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses.]]>
The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses.]]> Thu, 14 Nov 2019 15:58:08 GMT /slideshow/crosslocation-and-crossdisciplinary-collaborative-prototyping-using-virtual-reality-in-higher-education/193601612 khalid1352@slideshare.net(khalid1352) Cross-location and Cross-disciplinary Collaborative Prototyping Using Virtual Reality in Higher Education khalid1352 The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/ecel2019khalidvrpaperslides-191114155808-thumbnail.jpg?width=120&height=120&fit=bounds" /> The integration of virtual reality (VR) in education, particularly for collaborative activities and feedback, is recently trending with the continuous development of technologies. So, this paper reports a pilot study as part of an ongoing E-learning project for address the questions: 1. how can tertiary education design courses adopt VR systems in student projects in collaboration with external organizations, and 2. what are the perceptions of the students and external organization regarding the use of VR systems for cross-discipline and cross-location collaborative prototyping? The process of VR use for the learning activities are grouped into four categories: 1) introduction of basic features of VR tools (two hours), 2) self-learning/experiencing the tools — HTC Vive headsets with Masterpiece VR, SculptrVR, Google Blocks, and Sketchbox (15-20 hours), 3) co-creating design objects by adopting the selected VR tools — ScuptrVR and Google Blocks (two to four hours), and 4) presentation and get feedback in live VR space — Sketchbox with import models (2X30 min). The students responded that, for the collaborated project with a company based in another city, the VR setup is a great tool for demonstrating 3D models of the designed objects. It shows the detailed view of a product or a concept, it creates useful space for creativity, and it saves time. On the contrary, the technology is still in the early phase for the modelling purpose, still too cartoonish, lacks functions for engineering design, and gives dizzy feeling. This study involved collocated student teams of engineers and future study should include students of different study programs and campuses working for the same client as part of their respective courses.

Cross-location and Cross-disciplinary Collaborative Prototyping Using Virtual Reality in Higher Education from Khalid Md Saifuddin

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0 Problematizing the rapid changes in didactics, material and spatial conditions as factors underlying the dissatifaction among Nordic teachers and students towards educational technologies /slideshow/problematizing-the-rapid-changes-in-didactics-material-and-spatial-conditions-as-factors-underlying-the-dissatifaction-among-nordic-teachers-and-students-towards-educational-technologies/73580765 nera2017presentation-khalid-170324081417
This review paper presents categories of barriers of integrating, adopting and designing educational technology. Presented at 45th Congress of the Nordic Educational Research Association (NERA)]]>
This review paper presents categories of barriers of integrating, adopting and designing educational technology. Presented at 45th Congress of the Nordic Educational Research Association (NERA)]]> Fri, 24 Mar 2017 08:14:17 GMT /slideshow/problematizing-the-rapid-changes-in-didactics-material-and-spatial-conditions-as-factors-underlying-the-dissatifaction-among-nordic-teachers-and-students-towards-educational-technologies/73580765 khalid1352@slideshare.net(khalid1352) Problematizing the rapid changes in didactics, material and spatial conditions as factors underlying the dissatifaction among Nordic teachers and students towards educational technologies khalid1352 This review paper presents categories of barriers of integrating, adopting and designing educational technology. Presented at 45th Congress of the Nordic Educational Research Association (NERA) <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/nera2017presentation-khalid-170324081417-thumbnail.jpg?width=120&height=120&fit=bounds" /> This review paper presents categories of barriers of integrating, adopting and designing educational technology. Presented at 45th Congress of the Nordic Educational Research Association (NERA)

Problematizing the rapid changes in didactics, material and spatial conditions as factors underlying the dissatifaction among Nordic teachers and students towards educational technologies from Khalid Md Saifuddin

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0 What does mapping controversies mean and why controversies are charted and visualized /slideshow/what-does-mapping-controversies-mean-and-why-controversies-are-charted-and-visualized/71860293 whatdoesmappingcontroversiesmeanandwhycontroversiesarechartenandvisualized-170207124543
What does mapping controversies mean and why controversies are charted and visualized?]]>
What does mapping controversies mean and why controversies are charted and visualized?]]> Tue, 07 Feb 2017 12:45:43 GMT /slideshow/what-does-mapping-controversies-mean-and-why-controversies-are-charted-and-visualized/71860293 khalid1352@slideshare.net(khalid1352) What does mapping controversies mean and why controversies are charted and visualized khalid1352 What does mapping controversies mean and why controversies are charted and visualized? <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/whatdoesmappingcontroversiesmeanandwhycontroversiesarechartenandvisualized-170207124543-thumbnail.jpg?width=120&height=120&fit=bounds" /> What does mapping controversies mean and why controversies are charted and visualized?

What does mapping controversies mean and why controversies are charted and visualized from Khalid Md Saifuddin

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0 Khalid and Peture E-Learn 2016 2 Washington DC /slideshow/khalid-and-peture-elearn-2016-2-washington-dc/68952622 c01fd235-d3e7-448f-a5c8-12192a86593a-161115032455
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]]> Tue, 15 Nov 2016 03:24:55 GMT /slideshow/khalid-and-peture-elearn-2016-2-washington-dc/68952622 khalid1352@slideshare.net(khalid1352) Khalid and Peture E-Learn 2016 2 Washington DC khalid1352 <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/c01fd235-d3e7-448f-a5c8-12192a86593a-161115032455-thumbnail.jpg?width=120&height=120&fit=bounds" />

Khalid and Peture E-Learn 2016 2 Washington DC from Khalid Md Saifuddin

]]> 279 5 https://cdn.slidesharecdn.com/ss_thumbnails/c01fd235-d3e7-448f-a5c8-12192a86593a-161115032455-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post

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0 Considerations and Methods for Usability Testing with School Children /slideshow/considerations-and-methods-for-usability-testing-with-school-children/61615872 presentation-160503093417
In this paper, the authors draw on methods used in the field of interaction design, emphasizing a user-centred design approach including methods such as usability testing, design metaphors, interview with users, video observations, focus groups, and think aloud sessions. However, a challenge of these methods is that they are designed for adults and are not necessarily appropriate to investigations including children. The guiding questions for this systematic literature review are (1) the motivation for conducting usability tests with children, and (2) the kind of methodological, practical, and ethical considerations that should be considered when involving children in usability studies. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist and PRISMA flow diagram are applied in order to assure the quality of the process of this investigation. Nine articles are analyzed and then synthesized by applying the constant comparative method. The synthesis of the literature review is based on the identified thematic priorities, which are categorized as follows: 1) the motivation for involving children as test persons in design processes, 2) definitions of usability, 3) practical considerations, 4) methodological considerations, and 5) ethical considerations. ]]>
In this paper, the authors draw on methods used in the field of interaction design, emphasizing a user-centred design approach including methods such as usability testing, design metaphors, interview with users, video observations, focus groups, and think aloud sessions. However, a challenge of these methods is that they are designed for adults and are not necessarily appropriate to investigations including children. The guiding questions for this systematic literature review are (1) the motivation for conducting usability tests with children, and (2) the kind of methodological, practical, and ethical considerations that should be considered when involving children in usability studies. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist and PRISMA flow diagram are applied in order to assure the quality of the process of this investigation. Nine articles are analyzed and then synthesized by applying the constant comparative method. The synthesis of the literature review is based on the identified thematic priorities, which are categorized as follows: 1) the motivation for involving children as test persons in design processes, 2) definitions of usability, 3) practical considerations, 4) methodological considerations, and 5) ethical considerations. ]]> Tue, 03 May 2016 09:34:17 GMT /slideshow/considerations-and-methods-for-usability-testing-with-school-children/61615872 khalid1352@slideshare.net(khalid1352) Considerations and Methods for Usability Testing with School Children khalid1352 In this paper, the authors draw on methods used in the field of interaction design, emphasizing a user-centred design approach including methods such as usability testing, design metaphors, interview with users, video observations, focus groups, and think aloud sessions. However, a challenge of these methods is that they are designed for adults and are not necessarily appropriate to investigations including children. The guiding questions for this systematic literature review are (1) the motivation for conducting usability tests with children, and (2) the kind of methodological, practical, and ethical considerations that should be considered when involving children in usability studies. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist and PRISMA flow diagram are applied in order to assure the quality of the process of this investigation. Nine articles are analyzed and then synthesized by applying the constant comparative method. The synthesis of the literature review is based on the identified thematic priorities, which are categorized as follows: 1) the motivation for involving children as test persons in design processes, 2) definitions of usability, 3) practical considerations, 4) methodological considerations, and 5) ethical considerations. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/presentation-160503093417-thumbnail.jpg?width=120&height=120&fit=bounds" /> In this paper, the authors draw on methods used in the field of interaction design, emphasizing a user-centred design approach including methods such as usability testing, design metaphors, interview with users, video observations, focus groups, and think aloud sessions. However, a challenge of these methods is that they are designed for adults and are not necessarily appropriate to investigations including children. The guiding questions for this systematic literature review are (1) the motivation for conducting usability tests with children, and (2) the kind of methodological, practical, and ethical considerations that should be considered when involving children in usability studies. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist and PRISMA flow diagram are applied in order to assure the quality of the process of this investigation. Nine articles are analyzed and then synthesized by applying the constant comparative method. The synthesis of the literature review is based on the identified thematic priorities, which are categorized as follows: 1) the motivation for involving children as test persons in design processes, 2) definitions of usability, 3) practical considerations, 4) methodological considerations, and 5) ethical considerations.

Considerations and Methods for Usability Testing with School Children from Khalid Md Saifuddin

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0 Evaluation of Interactive Systems Design or Prototype or Product /slideshow/evaluation-of-interactive-systems-design-or-prototype-or-product/60470612 6id6-l1evaluationofinteractivesystemsdesignorprototypeorproduct-160404192445
Evaluation of Interactive Systems Design or Prototype or Product Usability Evaluation, Evaluation of Interactive Systems]]>
Evaluation of Interactive Systems Design or Prototype or Product Usability Evaluation, Evaluation of Interactive Systems]]> Mon, 04 Apr 2016 19:24:45 GMT /slideshow/evaluation-of-interactive-systems-design-or-prototype-or-product/60470612 khalid1352@slideshare.net(khalid1352) Evaluation of Interactive Systems Design or Prototype or Product khalid1352 Evaluation of Interactive Systems Design or Prototype or Product Usability Evaluation, Evaluation of Interactive Systems <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/6id6-l1evaluationofinteractivesystemsdesignorprototypeorproduct-160404192445-thumbnail.jpg?width=120&height=120&fit=bounds" /> Evaluation of Interactive Systems Design or Prototype or Product Usability Evaluation, Evaluation of Interactive Systems

Evaluation of Interactive Systems Design or Prototype or Product from Khalid Md Saifuddin

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0 Workshop introduction to web 2.0 technologies and educational application of web 2.0 applications /slideshow/workshop-introduction-to-web-20-technologies-and-educational-application-of-web-20-applications/59140637 workshop-introductiontoweb2-160306031521
Introduction to web 2.0 technologies and educational application of web 2.0 applications]]>
Introduction to web 2.0 technologies and educational application of web 2.0 applications]]> Sun, 06 Mar 2016 03:15:21 GMT /slideshow/workshop-introduction-to-web-20-technologies-and-educational-application-of-web-20-applications/59140637 khalid1352@slideshare.net(khalid1352) Workshop introduction to web 2.0 technologies and educational application of web 2.0 applications khalid1352 Introduction to web 2.0 technologies and educational application of web 2.0 applications <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/workshop-introductiontoweb2-160306031521-thumbnail.jpg?width=120&height=120&fit=bounds" /> Introduction to web 2.0 technologies and educational application of web 2.0 applications

Workshop introduction to web 2.0 technologies and educational application of web 2.0 applications from Khalid Md Saifuddin

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0 Scrum and ISO 9241:210 Interaction Design Process and User Stories /slideshow/scrum-and-iso-9241210-interaction-design-process-and-user-stories/58029992 5id2-l1scrumandiso9241210interactiondesignprocessanduserstories-160209004422
Scrum and ISO 9241:210 Interaction Design Process and User Stories]]>
Scrum and ISO 9241:210 Interaction Design Process and User Stories]]> Tue, 09 Feb 2016 00:44:22 GMT /slideshow/scrum-and-iso-9241210-interaction-design-process-and-user-stories/58029992 khalid1352@slideshare.net(khalid1352) Scrum and ISO 9241:210 Interaction Design Process and User Stories khalid1352 Scrum and ISO 9241:210 Interaction Design Process and User Stories <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/5id2-l1scrumandiso9241210interactiondesignprocessanduserstories-160209004422-thumbnail.jpg?width=120&height=120&fit=bounds" /> Scrum and ISO 9241:210 Interaction Design Process and User Stories

Scrum and ISO 9241:210 Interaction Design Process and User Stories from Khalid Md Saifuddin

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0 Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems /slideshow/session-1-lecture-2-pact-a-framework-for-designing-interactive-systems/57755160 3id1-l2pactaframeworkfordesigninginteractivesystems-160201214522
Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems]]>
Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems]]> Mon, 01 Feb 2016 21:45:22 GMT /slideshow/session-1-lecture-2-pact-a-framework-for-designing-interactive-systems/57755160 khalid1352@slideshare.net(khalid1352) Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems khalid1352 Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3id1-l2pactaframeworkfordesigninginteractivesystems-160201214522-thumbnail.jpg?width=120&height=120&fit=bounds" /> Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems

Session 1 Lecture 2 PACT A Framework for Designing Interactive Systems from Khalid Md Saifuddin

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0 Session ID1 Lecture 1 -What is Interaction Design /slideshow/session-id1-lecture-1-what-is-interaction-design/57751847 2id1-l1-whatisinteractiondesign-160201201752
Session ID1 Lecture 1 -What is Interaction Design Candidate in IT, Learning and Organizational Change [in Danish]]]>
Session ID1 Lecture 1 -What is Interaction Design Candidate in IT, Learning and Organizational Change [in Danish]]]> Mon, 01 Feb 2016 20:17:52 GMT /slideshow/session-id1-lecture-1-what-is-interaction-design/57751847 khalid1352@slideshare.net(khalid1352) Session ID1 Lecture 1 -What is Interaction Design khalid1352 Session ID1 Lecture 1 -What is Interaction Design Candidate in IT, Learning and Organizational Change [in Danish] <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2id1-l1-whatisinteractiondesign-160201201752-thumbnail.jpg?width=120&height=120&fit=bounds" /> Session ID1 Lecture 1 -What is Interaction Design Candidate in IT, Learning and Organizational Change [in Danish]

Session ID1 Lecture 1 -What is Interaction Design from Khalid Md Saifuddin

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0 Introduction to Interaction Design Course 2017 (5 ECTS) /slideshow/introduction-to-interaction-design-course-2016-5-ects/57750284 1introductiontointeractiondesigncourse20165ects-160201194019
Introduction to Interaction Design Course 2017 (5 ECTS) Candidate in IT, Learning and Organizational Change [in Danish]]]>
Introduction to Interaction Design Course 2017 (5 ECTS) Candidate in IT, Learning and Organizational Change [in Danish]]]> Mon, 01 Feb 2016 19:40:18 GMT /slideshow/introduction-to-interaction-design-course-2016-5-ects/57750284 khalid1352@slideshare.net(khalid1352) Introduction to Interaction Design Course 2017 (5 ECTS) khalid1352 Introduction to Interaction Design Course 2017 (5 ECTS) Candidate in IT, Learning and Organizational Change [in Danish] <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/1introductiontointeractiondesigncourse20165ects-160201194019-thumbnail.jpg?width=120&height=120&fit=bounds" /> Introduction to Interaction Design Course 2017 (5 ECTS) Candidate in IT, Learning and Organizational Change [in Danish]

Introduction to Interaction Design Course 2017 (5 ECTS) from Khalid Md Saifuddin

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0 Systematic review and meta-analysis of teachers’ development of digital literacy /slideshow/ystematic-review-and-metaanalysis-of-teachers-development-of-digital-literacy/56648196 3b-1asystematicreviewandmeta-analysisofteachersdevelopmentofdigitalliteracy-160104124322
Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.]]>
Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.]]> Mon, 04 Jan 2016 12:43:22 GMT /slideshow/ystematic-review-and-metaanalysis-of-teachers-development-of-digital-literacy/56648196 khalid1352@slideshare.net(khalid1352) Systematic review and meta-analysis of teachers’ development of digital literacy khalid1352 Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3b-1asystematicreviewandmeta-analysisofteachersdevelopmentofdigitalliteracy-160104124322-thumbnail.jpg?width=120&height=120&fit=bounds" /> Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.

Systematic review and meta-analysis of teachers’ development of digital literacy from Khalid Md Saifuddin

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0 CSCL 2015 Tracing Sequential Video Production /slideshow/cscl-2015-tracing-sequential-video-production/54201986 cscl-tracingsequentialvideoproductionmay-151021062942-lva1-app6891
Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics.]]>
Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics.]]> Wed, 21 Oct 2015 06:29:42 GMT /slideshow/cscl-2015-tracing-sequential-video-production/54201986 khalid1352@slideshare.net(khalid1352) CSCL 2015 Tracing Sequential Video Production khalid1352 Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/cscl-tracingsequentialvideoproductionmay-151021062942-lva1-app6891-thumbnail.jpg?width=120&height=120&fit=bounds" /> Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics.

CSCL 2015 Tracing Sequential Video Production from Khalid Md Saifuddin

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0 Competence and education development in the globalization perspective /khalid1352/competence-and-education-development-in-the-globalization-perspective educationdevelopmentintheglobalizationperspective-151001132056-lva1-app6892
Educational Technology]]>
Educational Technology]]> Thu, 01 Oct 2015 13:20:56 GMT /khalid1352/competence-and-education-development-in-the-globalization-perspective khalid1352@slideshare.net(khalid1352) Competence and education development in the globalization perspective khalid1352 Educational Technology <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/educationdevelopmentintheglobalizationperspective-151001132056-lva1-app6892-thumbnail.jpg?width=120&height=120&fit=bounds" /> Educational Technology

Competence and education development in the globalization perspective from Khalid Md Saifuddin

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0 Software-based Clicker Systems for Classroom Activities of Secondary and Tertiary Education /slideshow/softwarebased-clicker-systems-for-classroom-activities-of-secondary-and-tertiary-education/47320617 software-basedclickersystemsforclassroomactivitiesofsecondaryandtertiaryeducation-150423025452-conversion-gate02
Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses. Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.]]>
Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses. Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.]]> Thu, 23 Apr 2015 02:54:51 GMT /slideshow/softwarebased-clicker-systems-for-classroom-activities-of-secondary-and-tertiary-education/47320617 khalid1352@slideshare.net(khalid1352) Software-based Clicker Systems for Classroom Activities of Secondary and Tertiary Education khalid1352 Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses. Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/software-basedclickersystemsforclassroomactivitiesofsecondaryandtertiaryeducation-150423025452-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds" /> Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses. Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.

Software-based Clicker Systems for Classroom Activities of Secondary and Tertiary Education from Khalid Md Saifuddin

]]> 646 2 https://cdn.slidesharecdn.com/ss_thumbnails/software-basedclickersystemsforclassroomactivitiesofsecondaryandtertiaryeducation-150423025452-conversion-gate02-thumbnail.jpg?width=120&height=120&fit=bounds presentation 000000 http://activitystrea.ms/schema/1.0/post

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0 Barriers to the Integration and Adoption of iPads in Schools: A Systematic Literature Review based on the philosophy of "think global, act local.” /slideshow/barriers-to-the-integration-and-adoption-of-ipads-in-schools-a-systematic-literature-review-based-on-the-philosophy-of-think-global-act-local/47131544 globallearn2015gp-150417185502-conversion-gate01
iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.]]>
iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.]]> Fri, 17 Apr 2015 18:55:02 GMT /slideshow/barriers-to-the-integration-and-adoption-of-ipads-in-schools-a-systematic-literature-review-based-on-the-philosophy-of-think-global-act-local/47131544 khalid1352@slideshare.net(khalid1352) Barriers to the Integration and Adoption of iPads in Schools: A Systematic Literature Review based on the philosophy of "think global, act local.” khalid1352 iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/globallearn2015gp-150417185502-conversion-gate01-thumbnail.jpg?width=120&height=120&fit=bounds" /> iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.

Barriers to the Integration and Adoption of iPads in Schools: A Systematic Literature Review based on the philosophy of "think global, act local.” from Khalid Md Saifuddin

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0 https://cdn.slidesharecdn.com/profile-photo-khalid1352-48x48.jpg?cb=1731336954 Research areas: Focus on UX, Interaction Design, Service Design, and Data Science implementation in the Digital Learning Contexts. Currently working on: Expert and participatory methods for interaction/service design and E-Learning (Blended Learning, VR & Employability). www.researchgate.net/profile/Md_Saifuddin_Khalid https://cdn.slidesharecdn.com/ss_thumbnails/khalidresundsdagen2024-241106205245-864e92d6-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/learning-introductory-university-math-statistics-using-generative-ai-tools-an-exploratory-study/273078568 Learning Introductory ... https://cdn.slidesharecdn.com/ss_thumbnails/icaai2024ae1096-evaluatingusersatisfactionofchatbot-241019115236-9c094cc1-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/metrics-of-success-evaluating-user-satisfaction-in-ai-chatbots/272553573 Metrics of Success: Ev... https://cdn.slidesharecdn.com/ss_thumbnails/15khalidlearningtechnologyforimprovingteachingqualityatscale-211213181553-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/1-5-khalid-learning-technology-for-improving-teaching-quality-at-scale/250832138 Learning Technology fo...