1,721,282 research outputs found
Digital Literacy in Higher Education: A Survey on Students’ Self-assessment
No full textThe promotion of digital literacy is a priority for most information societies, as they become highly dependent on digital resources. As one of the core requirements of the workplace, digital literacy is increasingly being incorporated in higher education curricula. This paper aims to depict the level of digital literacy of higher education students, based on their own perceptions. The multiplicity of existing definitions for digital literacy constitutes a difficulty in its assessment. Hence, this paper begins by proposing a threefold definition of digital literacy: access to technology, operational competences and conceptual skills. This definition was deconstructed into sets of specific skills that were the subject of an online questionnaire that Portuguese higher education students were asked to complete. The analysis of the students’ self-evaluation in terms of their digital literacy, offered an important insight into their specific strengths and weaknesses when it comes to Information and Communication Technology
E-learning 3.0 framework adoption: experts’ views
No full textThe pervasiveness of the Semantic Web in educational contexts is acquiring a growing importance also at the level of e-Learning. The improvements it promises to introduce in online education are causing interest and curiosity in terms of its implementation and practical repercussions for learning. Since it is in its early stages it becomes important to explore the conditions that will favor its adoption. In order to delineate its prosperous deployment, this paper presents the outline of a Critical Success Factors framework. The purpose of this paper is to collect the point of view of e-Learning experts with regards to this framework. The experts were presented with the framework via semistructured interviews and they were asked to review its core elements. The results of the data collection provide a substantial validation of the framework and reiterate its relevance in delimiting the proliferation of e-Learning 3.0
From information systems to e-learning 3.0 systems's critical success factors: a framework proposal
No full textThis paper seeks to identity and provides Critical Success Factors (CSFs) that affect the decision of adoption of e-Learning 3.0 systems. The study begins with a literature review related to the CSFs for information systems, followed by a literature review for e-Learning systems CSFs. The paper introduces an initial framework for understanding of which factors can influence successfully the adoption of an e-Learning 3.0 system. The framework is composed of five main dimensions, such as: technology, content, students, professors and educational institutions, as well of its influencing factors, and characterizes the factors in each dimension. This study can assist the stakeholders, i.e. students, professors and organization, in their intension to adopt an e-Learning 3.0 syste
A discussion of video capturing to assist in distance learning
No full textThis paper discusses video capture as a medium for transferring and reinforcing knowledge using Distance Learning (to be denoted by DL for the remainder of this paper). The area of teaching delivered is computer programming in particular, to the Object Oriented language known as Java, however the techniques introduced are not limited to this sub-discipline of computer science and can be applied to lectures on the theory of databases, formal methods and/or algorithms etc. The software used in this paper is Camtasia which can be applied to the traditional programming languages, including: Java, C++, Visual Basic, C and to the mark-up languages i.e. the Hypertext Markup Language (HTML) and to Javascript. The paper highlights ways of partitioning a teaching demonstration video into different components to achieve multiple views of a particular topic being discussed. This means that students and lecturers are able to view the demonstration repeatedly and more importantly whilst not in a lecture theatre. Once a video has been produced learners are able to follow lecture notes along with the lecturer's discussions at their leisure thus making this method of education a Distance Learning mode, capable of reinforcing learner knowledge. The authors have found that this continual exposure to the lecture material greatly enhances student comprehension, enjoyment and participation. These conclusions were ascertained by conducting experiments in which a comparison of student views (on lectures) were determined i.e. a comparison was made between students taking a class in which Camtasia was used with a class in which Camtasia was not used and the results of the questionnaire/survey are summarised in the conclusions. It was found that the students responded favourably to lectures delivered using the Camtasia environment as the programming ideas could be viewed repeatedly thus reinforcing their knowledge. This was mentioned by the majority of the students (in fact 72% of the students from a sample size of sixty students stated this) and it was felt by the authors that this statistic alone would make the creation and research into further applications of the Camtasia software a suitable, appropriate and worthwhile pursuit. In this paper many programming clips are included with the hope that this illustrates the versatility of Camtasia. The lectures delivered and consequently discussed were presented to a first year undergraduate class in Computer Science studying a variety of Computer Science disciplines including: Artificial Intelligence, Multimedia, Business Computing and e-Commerce. The paper commences with a discussion of two DL environments that the authors are associated with, highlighting points and facilities that are common to both, such as peer-peer discussions, lecturer-student discussions and chat rooms. The paper then goes on to include actual lecture material with associated screenshots using the Camtasia software. The screenshots commence with a demonstration of how to set up the JCreator editor on the University of Westminster server, followed by a demonstration of how the required paths must be set to enable the Java platform to locate all the required classes and libraries to function properly. This is followed by screenshots demonstrating the compilation procedure necessary to successfully run a Java program followed by screenshots on how to debug a typical Java program. In the "Time honoured" fashion the traditional HelloWorld program is also demonstrated and run.
This is further complimented by demonstrating the recursive add functon using the NetBeans editor. More advanced programming techniques are discussed later in the paper including: the creation of a singleton class with a private constructor and the illustration of the concept of inheritance in Java. Thus the programming techniques introduced are of the 00 nature (where the 00 denotes Object Oriented) subsequently after these topics have been introduced and discussed feedback from the students is obtained as to the success (or not as the case be) of the effectiveness of using such a method for the delivery of the afore mentioned topics. A discussion of a select few applications of each of these DL environments are also included. The paper reviews the advantages and disadvantages for both students and lecturers alike and the paper also considers many of the difficulties in the recording process that arose. Resource implications are also mentioned relative to the production, i.e. the recording, the delivery and the viewing of the demonstration. The paper concludes with comments from lecturers and students as to the suitability of Camtasia as a teaching method
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe 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
Transparency Heuristic: Effect of Implicitness of Online Data Acquisition on Sensitivity Perception
No full textWe present a study that investigates whether the transparency of the data acquisition technique can work as a heuristic when making evaluations about data protection and sensitivity. The study (N = 40) compares an explicit data acquisition technique (questionnaires) with an implicit one (eye-tracker) and varies also the actual sensitivity of the data collected (popularity evaluation vs. usability evaluation). The results suggest that, when judging general data sensitivity, the transparency of the data collection procedure might work as a heuristic; instead if more specific judgments or decisions are asked this effect is not observed. Implications are discussed
Challenges and Opportunities of Computer-Based Learning for Senior Citizens
No full textThis entry starts with an argument on how computer-based learning (CBL) can benefit senior citizens, then reviews the effects of aging on CBL. It finally discusses how the CBL material should be designed for senior citizens to facilitate their learning experience. </jats:p
Evaluation of Attitudes Towards Thinking and Learning in a CALL Web Site through CMC Participation
No full textComputer-Mediated-Communication (CMC) is fast becoming a big part of our daily lives. More and more people are increasingly using the computer to communicate and interact with each other. The internet and its advantages of connectivity, enable CMC to be used from a plethora of applications. Most common uses of CMC include email communication, discussion forums as well as real time chat rooms and audio/video conferencing. By communicating through computers and over the internet, online communities emerge. Discussion boards and other CMC applications offer a huge amount of information and the analysis of this data assists in understanding these online communities and the social networks that form around them. There have been various frameworks by different researchers aimed at analyzing CMC. This chapter’s main objective is to provide an overview of the models and frameworks available that are being used for analyzing CMC in e-Learning environments. The significance of the proposed presentation is that it aims to provide the reader with up-to-date information regarding these methods. Advantages and disadvantages of each of the CMC analysis methods are presented and suggestions for future research directions are made. Finally, these suggestions are applied to a characteristic scenario in e-Learning.</jats:p
Variations on the Author
Get PDF“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
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