1,720,965 research outputs found
Massive Open Online Courses
No full textThe Massive Open Online Courses (MOOCs) educational model has opened access to education by being affordable, removing geographical barriers, and enabling ubiquitous learning. Now, a potential student can study courses from anywhere in the world, is not required to travel to campus, and can study whenever they want. Because of less overheads on offering MOOCs and economies of scale, the courses do not cost much. Due to the COVID-19 pandemic, rapid advances were made in technology, platforms, and networks so that learners could continue studying online. This is the “new normal” of learning and there is no going back. This book looks at the technology, networks, and platforms that enable MOOCs. Is online learning a good substitute for face-to-face learning? We address the concerns, concepts, context, and implications in this book. Learning on your own has many challenges. This book looks at the pedagogical practices that we can apply to overcome these challenges and obtain a successful and satisfying teaching and learning experience
Edge Computing
No full textOver the years, computing has moved from centralized location-based computing to distributed cloud computing. Because of cloud computing’s security, regulatory, and latency issues, it was necessary to move all computation processes to the edge of the network (edge computing). However, at the edge, traditional computing devices no longer exist on their own. They have been joined by millions of mobile, Internet of Things (IoT), and smart devices, all needing computation. Therefore, edge computing infrastructure is necessary for multiple devices at the edge of the network. This book explores various technologies that make edge computing possible and how to manage computing at the edge and integrate it with existing networks and 5G networks of the future. It investigates the current state-of-the-art infrastructure and architecture and highlights advances and future trends. Security and privacy become a concern when you compute at the edge because the data needs to travel across various network nodes and user devices at the edge. As such, this book also discusses the management of security, privacy, and other network issues
MOOCs to Bridge the Multilevel Digital Divide
Full text linkMassive open online courses (MOOCs) play a significant role in proliferating universal online education regardless of learners’ limitations and backgrounds. Regrettably, the MOOC movement has been challenged by the inequality in accessing essential digital technologies, known as the digital divide. Research has identified multiple forms of digital divide beyond the binary access difference. The evolving forms of the digital divide have been induced in MOOCs due to the access, skill, and outcomes gap, which drives a digital divide cycle. The concept of the multilevel digital divide in MOOCs is a rising concern that demands thoughtful actions by MOOCs stakeholders. This book chapter discusses the intertwined multilevel digital divide and MOOCs and proposes potential solutions to break the digital divide cycle and bridge the gap. Additionally, current MOOCs platforms have digital accessibility issues that hinder learners with disabilities from participating and can result in further inequalities. In order to address the accessibility issues, this chapter describes the application of web content accessibility guidelines and universal design for learning concepts that may assist associated people with MOOCs to bridge the digital divide and promote equitable MOOCs
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
What is the Potential Impact of Using Mobile Devices in Education?
Full text linkMobile devices are becoming ubiquitous in the world today. With the power of portable computing in the hands of everyone and anyone, the time has come to consider using mobile devices for education. While ICT in education has been trialled, results have been mixed. Mobile devices are also ICT devices, so why should we still consider using mobile devices in education and what is its potential impact on the stakeholders. This paper provides an overview of what is out there and explores the opportunities and issues in regards to using mobile devices in education. Next we look at how the stakeholders in the education system, namely the education providers, the teachers, the students, their parents, and the ministry of education can benefit by successfully deploying classroom curriculum via mobile devices. Many stakeholders in the education system are already struggling to deliver basic education–what is required of them and how they should be supported if we are to convince them to use mobile devices in delivering education. Mobile devices are already being used by educational institutions in many countries. What type of technology, content, and mobile devices are currently being experimented with? What are the results in terms of student learning outcomes? What do the teachers think? Are the other stakeholders in education satisfied? We look at reports and reflections from several implementations of using mobile devices in education to learn from and move forward. Regardless of many brilliant anecdotes about using mobile devices in education, mobile devices after all are ICT devices that contain fragile electronic components , need power to operate and connectivity for access. A lot has been learnt from ICT deployment in education and improved upon. However, it is to be noted that fully realized potential of any mobile device and its use in education is entirely dependent upon electrical power, network connectivity and user competency
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