Fan-Ray Kuo

A Computer-Assisted Approach for Designing Context-Aware Ubiquitous Learning Activities

Recent advance of wireless communication and sensor technologies has leaded the educational conception to a new area, called context-aware ubiquitous learning. The new conception of learning not only depicts significant advantages, but also reveals the difficulty of applying it. The major difficulty is owing to the lack of procedural guidance that assists the teachers in designing learning activities that bring the new learning conception into full play. To cope with this problem, this study proposes a procedural knowledge acquisition strategy for designing context- aware ubiquitous learning activities. In addition, a practical application is presented to show the effectiveness of the innovative approach.

SCORM/IMS-based Standards for Describing Personal and Environmental Contexts in Ubiquitous Learning Environments

The prosperous development of wireless communication and sensor technologies has attracted the attentions of researchers from both computer and education fields. Various investigations have been made for applying the newly technologies to education purpose, such that more active and adaptive learning activities can be conducted in the real world. Nowadays, ubiquitous learning (u-learning) has become a popular trend of education all over the world, and hence it is important to review the current e-learning standard that has been proposed to promote resources sharing and cross platform applications. In this paper, a SCORM/IMS-based standard is propose, which takes the features of context awareness and real-world learning activities of ubiquitous learning into consideration. Moreover, some illustrative examples are given to demonstrate the usefulness of the standard.

A situation-based flipped classroom to improving nursing staff performance in advanced cardiac life support training course

ABSTRACT The Advanced Cardiac Life Support (ACLS) training aims to help nurses establish the basic competence of the comprehension of electrocardiograms (ECG/ EKG). However, learners usually have difficulty memorizing the meanings of different EKG waveforms, which could represent clinical symptoms or even the feeling of dying, via traditional instruction. Some serious problems could lead to death if the nursing staff do not make correct judgments and provide timely treatment. Thus, this paper reports an explorative study investigating the effects of a flipped classroom approach on nursing staffs’ ACLS learning achievement. A 2-week experiment was conducted to compare the learning achievement of the nursing staff who learned with the ACLS situation-based flipped classroom approach to those who learned with the ACLS traditional flipped approach. The experimental results show that the nursing staff who learned with the proposed approach had better learning achievements, motivation, and satisfaction than those who learned with the ACLS traditional flipped approach.