الدراسة الأولى قدمت إلى: دراسات تربوية واجتماعية، مجلة دورية تصدرها كلية التربية كلية التربية بجامعة حلوان، المجلد الثالث عشر، العدد الرابع، أكتوبر 2007، بجمهورية مصر العربية.
Abstract
Determining the overlap between the Competencies of the future Arab Teacher and Educational Technology Specialist
According to WIDS System.
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
From the functions of the Worldwide Instructional Development System (WIDS), are designing programs and courses according to the Instructional Competences, so as to avoid duplication of tasks within or between these disciplines, but achieve integration, to reach with the learner to a quality of education according to the requirements of the market.
The researcher has adopted this idea to study the perceived overlap between the Competences of the Educational Technology Specialist and future teacher competences. Especially as the repetition of these skills within the same institution, increases the financial burden, as well as the burden of teachers multi-functioning, which will eventually lead to the deviation from his primary functions, and is unable to perform his scientific duties. From this standpoint the current study seeks to determine the competencies that should be available in the future teacher and competencies that should not be neglect by the Educational Technology Specialist according to the WIDS system.
Previous studies have identified the roles of the future teachers in nine roles which are: researcher, designer, technologist, Content Presenter, Coordinator, Counselor, Facilitator, and Assessor. The researcher found an overlap between them and the Competences of Educational Technology Specialist selecting them in three axes:
1 - Planning and management.
2 - Design and development
3 - Evaluation
After the inventory of Competences relevant to the future teacher specialization and Educational Technology Specialist divided them according to the previous classification. A statistical treatment of the opinions of faculty members was conducted (Professor - Associate Professor - Assistant Professor) and (Teacher - Assistant Teacher– Lecturer).
The results in general:
1 - That there are Competences that should be available in the future teacher that are associated with planning and management, which are important for completing his role, while many of these Competences are not important for the Educational Technology Specialist. Likewise, most of the efficiencies of design and development, are not important for the future teacher, but it is one of the key roles of the Educational Technology Specialist, which confirms that the views of the research samples do not drift with the call of the studies from Western countries, which called for the Competences of the future teacher mentioned above, in the time that their views confirm on the necessity of these skills in the Educational Technology Specialist.
2 - There was no link between the research samples, obtaining a doctorate and who obtained a master's degree with regard to their opinions about the competencies order in each of the future teacher and a Educational Technology Specialist. Perhaps the reason for this is the degree level and the follow-up of latest innovations for each of them, and also that most of Ph.D. obtainers are interested in scientific research and innovation and promotion, and so they keep themselves informed in contrary to those holding a master's degree.
3 The variable relevant to experience of faculty members in the "usage of computer " has achieved significance when judging, "Planning and Management" competencies, both for the Future teacher or Educational Technology Specialist, for the benefit of the sample using the computer, with regard to future teacher and Educational Technology Specialist, which emphasizes the skill factor in their opinions when ordering the item Importance in these Educational Competencies.
In general, the study recommended in accordance with the views of the research sample and through the WIDS system the need to distribution of roles within the educational process in a complementary way and non repetitive manner. Not confining the interest to the teacher programs, but cover other branches as well, without implementing all aspects of the future teacher in developed countries, to prevent the Future Arab teacher from losing his primary role.
الدراسة الثانية قدمت إلى: دراسات تربوية واجتماعية، مجلة دورية تصدرها كلية التربية كلية التربية بجامعة حلوان، المجلد الرابع عشر، العدد الثاني، أبريل 2008، بجمهورية مصر العربية.
Abstract
Preparation of the "E-learning" Course for students in the Department of Educational Technology in accordance to WIDS System
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
In desire to develop higher education, specifically the re-design of academic departments programs in colleges, precisely the courses within it. The problem is defined by the case study of the graduation syllabus for students of the Department of Educational Technology, which showed the lack of educational standards and technical courses preparation, thus reflecting on the entire Department of Educational Technology program.
Therefore the study has placed a visualization to preparation of the "e-learning" Course syllabus, as one of the Program syllabuses at the Department of Educational Technology at the Faculty of Basic Education in Kuwait. Where the researcher followed WIDS System requirements in his preparation, also "SCORM" standards for the design of digital content according to Competencies, and that after consulting the views of faculty and graduate students.
The researcher based his problem on the case of graduation syllabuses for students in the department, which showed the lack of courses relevant to the design of educational Sites, except rarely for a semester and as an optional Course depending in the designing on templates, which may have achieved aesthetic competencies more than the academic, artistic, and educational, competencies, causing a gap in the acquisition of information for all students, thus not achieving the necessary competencies for many of them in this important aspect, which reflects on the academic department as a whole.
The study sample was selected from faculty members and their assistants who are teaching computer courses in the College of Basic Education, College of Education at the University of Kuwait, and some colleges of Education in Saudi universities.
The results concluded to the identification of necessary competencies to designing an "e-learning" course according to WIDS, also these competencies were ordered in importance from the perspective of faculty members, and graduates of the department.
The results also revealed a correlation between the views of faculty members and graduates about the order of importance of these competencies.
Also the results produced a visualization to the preparation of "e-learning" Course for students in the Department of Education Technology, "as defined by the WIDS system.
While the recommendations were the need to spread WIDS system in educational institutions to link academic learning objectives with the comprehensive quality requirements of the market, As well as to train faculty members on how to formulate their courses according to the WIDS system.
الدراسة الثالثة قدمت إلى : المجلة التربوية ، جامعة الكويت ، ع 95 ، مجلد 24 ، يونيو 2010، دولة الكويت
Abstract
A step to Appointment of Mobile learning in PAAET Colleges by using Instructional process Re-engineering (Survey
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
The Research aims to reaching a database of information and recommendations to allow the usage of mobile learning in the Public Authority for Applied Education & Training (PAAET) Colleges in Kuwait by using Instructional Re-engineering , and this through the uptake of the Instructors', trainers' and students' opinions on the advantages and disadvantages of mobile learning as a new technology in the framework of Education. This is a step before it's integration with the traditional Instruction System to fulfill the community's needs.
The Study findings concluded that, there is differences between the Instructors and Trainers, also between both of them from one side and the Students from the other. Those differences are related to the type of the College, the academic level of Instructors, the number of semesters the student has been studying as well as the variations of experience in using the internet.
While through the results, in general the greater percentage of the test subjects have not objected on the integration of Mobile Learning in PAAET Faculties, the Instructors and Trainers have been more cautious about their opinions on the disadvantages more than the students, due to the complete rebuilding of the syllabuses and the technological hindrances. To the students, most of the disadvantages were thought of as unaffecting or not important compared to the favored advantages of Mobile Learning. From these results it can be concluded that, Mobile learning is appropriate to appoint in PAAET Faculties by using Instructional Re-engineering.
الدراسة الرابعة قدمت إلى : المجلة التربوية ، - جامعة الكويت ، ع 98، مجلد 25 مارس 2011، دولة الكويت.
Abstract
The impact of the use of cooperative learning through social software on the achievement and performance in the Course of "computer 2" and the trends towards it.
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
This study is aimed to measure the impact of the use of cooperative learning through social software (blogs, IM) on the achievement and performance for students of department of educational technology, faculty of basic education, Kuwait, in the course of "computer 2" and the trend towards it.
The selected samples of students in the semesters (the second , summer 2008/2009, and the first of 2009/2010) consisted of 46 males and 47 female students.
The results in terms of actual academic achievement, deduced that there is no differences between the three methods of teaching. The results in terms of average performance showed existence of significant differences between the three groups of males, favoring the group studying through social software, while the results showed. While the group of female came in for the traditional cooperative learning. Also the resulted findings regarding the trend towards Course (computer 2) showed the existence of significant differences within the male and female groups for the two groups which studied through social software.
الدراسة الخامسة قدمت إلى : مجلة الجمعية المصرية للمناهج وطرق التدريس – دراسات في المناهج وطرق التدريس ، ع 169 ابريل 2011، ص ص 197-230.
Abstract
The timing of the use of "Instant Messaging" in the "blended learning" and its impact on mastery of achievement and performance
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
This study aimed to determine the most appropriate timing for the use of "Instant Messaging" (after / before) the traditional education in the "blended learning" and its impact on the mastery of achievement and performance for students enrolled in the course of " Advanced Photography", Department of Educational Technology, Faculty of Basic Education in Kuwait.
The sample consisted of (70) students enrolled in the "advanced imaging" course, including (23) students in the control group and (23) students in the first experimental group (11 Male, 12 Female students), (24) students in the second experimental group (12 Male, 12 Female students) in the second semesters and summer of the academic year 2009/2010, and the first semester of the academic year 2010/2011.
The results revealed the existence of an impact of the program of blended learning through real-time dialogue system, "ooVoo" with traditional education, compared to traditional learning alone, in addition saving time and effort for the teacher.
Also the results related to the timing of the use of instant messaging revealed the effectiveness of the program when you start by traditional learning then instant messaging, which confirms that the way to start the lecture and demonstration is a necessity.
The results also indicated that there were no differences in the two experimental groups due to the factor of Gender.
الدراسة السادسة قدمت إلى : مجلة الجمعية المصرية للمناهج وطرق التدريس – دراسات في المناهج وطرق التدريس ، ع 184 يوليو 2012، ص ص 50 - 98 .
Abstract
Computer Program based on Stereoscopic 3D Animations and Surround Sound. Their impact on acquiring some Scientific Concepts by Medical Students and their Opinion Regarding it.
By: Dr. Khaled M. Fargoun
Facility of Education, Information & Education Technology Dep.
The Research Problem is targeting the Students at the Faculty of Medicine Cairo University in their weakness at acquiring some Scientific Concepts in the field of medicine, due to the decreased Capacity in 2D Animations used for their teaching. This is due to its deficit at pointing out the true depth for the details of the different parts at multiple levels being studied inside the human body. Moreover it’s Mono Sound Lacking Clearness and near reality experience. Which made its pursuing full of hardships, and it appeared in those students’ results. Which created an Auditory and Visual Informational gap, which may hinder their chances at acquiring the experiences and skill required at work in the medical field.
And to solve this issue the researcher prepared a Computer Program based on Stereoscopic 3D Animations and Surround Sound for the students to acquire some of the scientific concepts. As well as taking their opinions regarding it.
Through the Theoretical Content; Defined the researcher the basis of Stereoscopic Animation, then proposed a model for Stereoscopic Animation Competence at acquiring of Scientific concepts based on the physical construction of the visual cues, and cognitive load on students during the acquirement of those concepts.
The Researcher as well defined the basis of Surround sound quality, and proposed an integrated model for surround sound quality with stereoscopic 3d animations. Based on the physical construction of the visual and auditory cues from one side, and cognitive load on students during the acquirement of those concepts from the other side.
Due to this proposed model, came the applied part of the research, where the researcher pursued the effect of two autonomous variables which are the presentation level of Animation( True Stereoscopic 3D/ Virtual 3D/ 2D Animation), and type of Sound depth (Stereo/ 5.1 Surround) on Mean scores gain in achievement by the sample individuals through a Computer Program on acquiring some scientific concepts in the field of medicine.
Completing the proposed model, the researcher pursued the opinions of the test sample individuals, which used the two types of Visual Animation ( True Stereoscopic 3D/ Virtual 3D) with (Stereo/ 5.1 Surround) Sound in the program at their acquirement of those concepts, as well as the differences between them. To reach the level of cognitive load on students during their acquirement of those concepts by the two 3D Animation Styles.
Cohering with the researcher’s design of the learning model, defining the stages of designing the program and its production. The experiment was applied on (60) first year students at the faculty of medicine Cairo University.
The results showed through what the researcher designed as the integrated model for Competency level between 3D animations and Surround Sound as following:
1. The presence of differences Statistically significant in favor of the group studying through Realistic Stereoscopic Animation over both the groups using Virtual Stereoscopic Animations and 2D Animations . As did the group studying using Virtual Stereoscopic Animations surpass the group using 2D Animation.
2. Absence of differences regarding the use of Surround 5.1 or Stereo Sound.
3. Even though there is an association between both autonomous variables, but the results showed favour for the autonomous variable (3D Animation) disregarding the relation with the depth of sound variable (Stereo/5.1).
4. 4-The Presence of positive opinions regarding the use of Stereoscopic Animation, disregarding the cognitive load produced by the visual or auditory senses strain.
5. Absence of differences in students’ opinions regarding the Realistic Stereoscopic Animation and Virtual Stereoscopic Animations.
