10,836 research outputs found
BRIDGES - designing a European Digital Education Hub (EDEH) to support networked digital learning as we transition from Emergency Remote Teaching (ERT) to effective post-digital education.
No full textWorkshop convener to explore the transition from Emergency Remote Teaching to effective post-digital education in relation to educator stakeholder requirements for a European Digital Education Hub to support networked learnin
Industry5.0 and sociotechnical theory: theoretical underpinnings
No full textAs the European manufacturing sector has increasingly embraced the Industry4.0 (I4.0) paradigm of near-total automation based on connectivity, data, robotics and machine learning algorithms, there has been a tendency to overlook the role of the humans in the loop. In this regard, I4.0 can be seen as technologically deterministic, with humans acting as an organic part of the overall machine. However, the latest moves within the sector – Industry5.0 (I5.0) - has seen an increasing re-emphasis of the wider social value of manufacturing where the knowledge and skills of humans add value to industrial processes. It also foregrounds the role of manufacturing in the wider context of a society and the need to reflect and promote societal goals, such as prosperity, resilience, environmental sustainability, inclusivity, equality, and mental and physical health & wellbeing. These ideas are conceptually underpinned by Sociotechnical Theory, which highlights the interdependencies between people and technologies. This paper explores the origins of sociotechnical theory, what it means for I5.0, and how the European Commission has applied it to I5.0 drives towards human-centric, resilient and sustainable manufacturing. It argues for a mindset change with the introduction of I5.0 from profit-above-all to prosperity-for-all
Understanding the importance of Gender Action Planning in EC Horizon projects: a case study
No full textAgainst a backdrop of continued gender challenges within the European manufacturing and technology domains, and wider society in general, such as gender balance and inequality, the gender pay gap, the glass ceiling/sticky floor, the glass cliff, the invisible woman and the under-representation of women in STEM careers and senior positions, and framed within the latest European Commission guidelines and requirements on equality, diversity and inclusion, this paper will report on the actions and research undertaken by the voluntary Gender Action Planning (GAP) team within a large, multinational, complex Industry4.0 Horizon2020 research and innovation project to try to address gender inequalities and gender balance, as well as to provide safe spaces, supportive communities and raised awareness of gender issues over the four year lifespan of the project. It is hoped that the learning from the GAP team may provide a good exemplar for future Horizon programme proposal submissions where a Gender Plan is now a mandated requirement
Empty classrooms and disconnected students in the age of AI
No full textUniversities face an urgent need to accelerate change in how they teach – and think about teaching – to reconnect students’ digital lifestyles with the way they learn
Enhancing the Student Experience: Integrating MOOCs into Campus-Based Modules
No full textMassive Open Online Courses (MOOCs) are continuing to expand in Higher Education Institutions (HEIs). In some cases, these courses are becoming integrated into institutions, to such an extent that they are being incorporated in the on-campus curriculum. There are a range of benefits which learners can enjoy when undertaking a university module in which participating in a MOOC is part of the syllabus, such as participating in wider learning communities, and accessing state-of-the-art learning materials. However, at the moment it is not easy to evaluate the outcome of integrating MOOCs into traditional university modules, as there is not yet a great deal of research reporting on the area. To address this research gap, this paper reports on a socio-technical intervention in which 46 undergraduates on the Online Social Networks module at the University of Southampton also had the Learning in the Network Age and Power of Social Media FutureLearn MOOCs, and an offline support programme, integrated into the syllabus for revision purposes. Learners were surveyed before the module started to establish their prior experience of and attitudes to MOOCs. In order to reach an assessment of the effectiveness of the intervention, the module final grades and result profile, the learners assessed reflections and the anonymized end-of-module feedback forms were analyzed. The module grade average increased by three percent, moving up a band, and the number of top grades awarded doubled. However, learner reflections and feedback were rather more mixed, with equal numbers of learners finding MOOCs of great value for deepening understanding as those who gained little benefit from the experience. Such diversity of outcomes led the researchers to a discussion of the barriers affecting a socio-technical approach to HE teaching and learning
Legitimacy to develop fair value measurement standards: The Case of the IVSC Discussion Paper – Determination of fair value of intangible assets for IFRS reporting purposes
No full textThis research studies, through a content analysis of the comment letters to the IVSC project on fair value determination of intangible assets, the legitimacy of this professional body, or of the accounting associations, to develop measurement standards specific to this accounting concept. At present, with the exception of FAS 157, no professional standard offers clear technical solutions for fair value determination for financial reporting purposes. We have come to the conclusion that, among respondents, accountants are more reserved than valuators in what regards the IVSC regulating of the fair value measurement. The Anglo-Saxon respondents are more open to accept the IVSC DP as compared to respondents from other countries, hence the IVSC legitimacy to develop fair value measurement standards. Generally, we consider that accounting bodies, rather than valuation bodies, should have legitimacy to develop fair value measurement standards.fair value, professional standards, valuation techniques, guidance, project acceptation, value hierarchy
A framework for the analysis of personal learning networks
No full textIn these critical Covid-19 times, HE institutions need to respond to the transition to online and blended learning and the networked student. This chapter presents an analysis of the size, use and preferences of Personal Learning Networks (PLNs). Using a novel Framework which conceptualises PLNs as egocentric interaction networks consisting of an Interaction Mode, an Interaction Purpose and an Interaction Endpoint and indicating Network Size (number of nodes), Network Use (interaction frequency) and Network Preferences.Quantitative survey data was collected through the ‘Learning in the Network Age’ FutureLearn MOOC from 842 individuals in 92 different countries, with responses visualised in real-time as online network maps. Statistical analysis indicated that where we live, our attitude to technology, and whether we are at work or leisure significantly affects the size of our PLN. How we use our PLN is significantly impacted by our gender, life stage, main activity and attitude to technology. This causes differences in the size and use of a PLN. In contrast, our interaction preferences are barely impacted by any of these factors and shows considerable homogeneity between diverse people.The data also indicated that HE student’s networks undergo growth and important changes to use and interaction preference on entering University
Dataset to support the University of Southampton Doctoral Thesis "Understanding the networked student: how Personal Learning Networks are used for learning"
No full textCleaned data with interaction totals included. 98,442 lines, and Network size totals. Collected using iSurvey via a survey embedded in the Learning in the Network Age FutureLearn MOOC.</span
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