5,438 research outputs found
Facing the Future: the Changing Shape of Academic Skills Support at Bournemouth University
No full textThis paper explores the potential impact of changes to higher education in England on student expectations, engagement, lifestyles and diversity, and outlines implications for the development of digital literacy within academic skills support at Bournemouth University (BU). We will investigate how tackling resource constraints with organisational change can also enable efficient, centralised provision of support materials that utilise networks to overcome the risk of fragmented support for digital literacy. We will also look at how changing delivery modes for support can accommodate changing student lifestyles whilst tackling a weakness of centralised support for digital literacy: that it can become detached from the student’s subject-focused academic practice. Finally we will explore how involving students in developing support can help us to face changes to student expectations and engagement whilst ensuring that materials are authentic and speak to learners in their own voice
Dimensions of 'boring': secondary girls' perceptions of advanced ICT subjects
No full textThis paper reports on two questions from a survey of year 11 and 12 girls' perceptions of the two advanced computing subjects available within Education Queensland (EQ). These two subjects are Information Processing Technology (IPT) and Information Technology Systems (ITS). The Queensland experience is similar to trends in other western countries; numbers of girls enrolling in these subjects are declining to a level which causes concern. Therefore engaging girls in advanced level computing subjects has become a priority. Girls from 26 government (GS) and non government schools (NGS)(n=I453) participated in a survey which was conducted by members of the research team at James Cook University (JCU) as part of a larger Australian Research Council (ARC) Linkage Grant project. The current paper examines responses to 'The subjects are interesting' and 'I am interested in computers' with particular attention to how attitudes of Non Takers of IPT/ITS diverge from those of Takers. Mann-Whitney U test comparisons found significant difference in attitudes between these groups. These data were reinforced with rich qualitative responses indicating these subjects were generally perceived by girls in high school, as boring, dull and uninteresting
Why Privacy Matters: An Interview with Neil Richards
No full textProfessor Daniel J. Solove discusses the book \u27Why Privacy Matters\u27 and the future of privacy with the author, Professor Neil Richards
Proceedings of the 7th QS-APPLE Conference, Manila, 16th - 18th November, 2011
No full textThis volume is a post-conference publication containing refereed papers from the QS-Apple Conference held in manila from 16th - 18th November, 2011
Helen Mays Reading Room: 360° panorama
No full textHelen Mays Reading Room is located in the Eddie Koiki Mabo Library at James Cook University in Townsville, Australia and is part of the Library's Special Collections. The Special Collections contain unique and rare materials of cultural and historical significance with a focus on North Queensland and the Tropics.
Helen Mays Reading Room was captured in a 360° panorama image by photographer Neil Chan to demonstrate how an exhibition space can be presented to a digital audience
Interview with AntipodeFoundation.org: “Much More Than You Think: The Spatialities of Italian Autonomy” – Interview with Neil Gray, author of “Beyond the Right to the City: Territorial Autogestion and the Take over the City Movement in 1970s Italy”
No full textNo abstract available
Jere Nash Interview with Neil McMillen (Part 2 of 2)
No full textInterview conducted by author Jere Nash with University of Southern Mississippi history professor Neil R. McMillen in the process of writing Mississippi Politics: The Struggle for Power, 1976-2006. Topics discussed include Aaron Henry; race relations after the civil rights movement; and William Winter
Cell phone technology and second language acquisition: an action research experiment
No full textThis action research study explored the possibility of engaging Japanese university learners of English as a Foreign Language (EFL) to use their cell phones to communicate in the target language. One hundred and two students participated in a pre and post-test survey to
collect their opinions about producing cell phone-based audio-visual resources. In addition, evidence collected from 50 participants' cell phone videos reports on their verbal performances. The outcome of this experiment provides an example for integrating cell phones as part of the language curriculum and it reveals that students gained some benefits from using this technology
Maximizing Research Impact Through Institutional and National Open-Access Self-Archiving Mandates
No full textNo research institution can afford all the journals its researchers may need, so all articles are losing research impact (usage and citations). Articles made “Open Access,” (OA) by self-archiving them on the web are cited twice as much, but only 15% of articles are being spontaneously self-archived. The only institutions approaching 100% self-archiving are those that mandate it. Surveys show that 95% of authors will comply with a self-archiving mandate; the actual expe-rience of institutions with mandates has confirmed this. What institutions and funders need to mandate is that (1) immediately upon acceptance for publication, (2) the author’s final draft must be (3) deposited into the Institutional Repository. Only the depositing needs to be mandated; set-ting access privileges to the full-text as either OA or Restricted Access (RA) can be left up to the author. For articles published in the 93% of journals that have already endorsed self-archiving, access can be set as OA immediately; for the remaining 7%, authors can email the eprint in re-sponse to individual email requests automatically forwarded by the Repository
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