Enciclopedy of the sciences of learning
This paper first looks at computer-mediated communication (CMC) technologies: at their advantages and disadvantages for learning and teaching. Secondly outline of the background for the research is given: the nature of the online forums in question, the material chosen for the discussion and the task. Thirdly, the author analyses the content of the forums by year (the 2010 forum and the 2011 forum) and by the participants’ nationality (Russians and Americans). In the end some trends are voiced.
INTED is an annual meeting point for educators, researchers, and technology supported learning professionals. The main aim of INTED is to bring together educational experts under a common objective: to generate innovative ideas to be applied to education and to promote international cooperation and partnership.
The papers published in these proceedings are a sample of the huge number of sessions available at the conference. many themes are presented here: blended learning; technology enhanced learning; intelligent learning environments; university-industry collaboration;game-based learning; flipped learning; adult learning and ICT; lifelong and continous learnig; and many more. many parts of the globe are represented in these pages, and the work of newcomers to INTED appears alongside papers by wel-known experts.
On the basis of a monitoring of educational and working trajectories of graduates of schools and higher education institutions The authors think it expedient for studying problems in adaptation of first-year students to training in higher education institutions to sort out groups of fundamentally different students on the basis of the cluster analysis. With the use of a comprehensive survey of Moscow first-year students seven groups are sorted out, and specific difficulties in learning are analyzed in each case, as well as differences between students from different groups in terms of their certainty when selecting Statistics and Sociology of Education an occupation, when assessing social life in a higher education institution, in terms of peculiarities of their goals in life and education.
One of the key factors considered to influence the choice of entrepreneurship as a career is creativity. Entrepreneurship and innovative behaviour have long been associated with creativity (Amabile 1996), and recent literature suggests that creative individuals are more likely to engage in entrepreneurial activities (Ward 2004). We investigate several programmes for creative entrepreneurs launched by creative organisations and “third spaces” to understand the key topics, competencies, and methods of education practiced during these courses. This effort is important because creative and cultural industries (CCI) need a workforce both trained and industry-ready for their development. As a result of this research, we propose recommendations for future entrepreneurial educational programmes at higher education institutions and creative centres.
Software engineering education (SEE) process simulates the main professional software lifecycle processes such as analysis, design, construction and maintenance (see SWEBoK, ITIL, etc.). The necessity of meeting both educational needs and requirements from industry explains that using Supported Collaborative Learning (CSCL) techniques in software engineering (SE) should be based on professional tools or on similar to them. The main purpose of this work is to fill the gap between the SEE needs and the current trends in CSCL development. We generalize world experience and suggest the framework of using industry approved methods and tools. We compare CSCL tools and the other collaborative services; analyze the teaching experience of several SE courses supported by different collaborative methods and collaborative web-services. Special attention is paid to formative feedback implementation. Following achieved result we suppose that using best practices from SE will enrich CSCL methodology and tools not only for SE field, but also for other areas of knowledge.
Open statistics is analyzed to examine the successful strategies of implementing continuing education ( CE) programs by vocational schools and universities. The study identifies the industries that benefit from those successful strategies the most. A relationship has been established between CE enrollment and general student population. Implementation of CE programs contributes to financial sastainability of vocational institutions. Successful strategies may ensure from 25 to 40 percent of the total budget in educational institutions that specialize in oil and gas production and chemical processing, medicine, electrical and power engineering, ICT, law and economics. Efficient strategies include narrow specialization and collaboration with strategic enterprises, while online marketing tools play a relatively small part. Continuing education was found to contribute little to financial sustainability of large national universities despite higher CE enrollments, barely accounting for five percent of their total budget. At the same time, a number of small institutions of higher education (regional branch campuses and private universities) can generate over half of their income from CE programs, university status playing a guiding role in student attraction. Analysis of university strategies shows that low interest in implementing CE programs for the good of regional industries is related to the absence of CE-based indicators in annual monitoring reports and the lack of established policies for integrating CE programs into higher education.
This book constitutes the refereed proceedings of the First International Conference on Digital Transformation and Global Society, DTGS 2016, held in St. Petersburg, Russia, in June 2016.
The 43 revised full papers and 15 revised short papers, presented together with 3 poster papers and an invited paper were carefully reviewed and selected from 157 submissions. The papers are organized in topical sections on eSociety: New Social Media Studies; eSociety: eGovernment and eParticipation: Perspectives on ICTs in Public Administration and Democracy; eKnowledge: ICTs in Learning and Education Management; eCity: ICTs for Better Urban (Rural) Planning and Living; eHealth: ICTs in Healthcare; eScience: Big Data Complex Calculations.
The series “Advances in Intelligent Systems and Computing” contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural sciences, computer and information science, ICT, economics, business, e-commerce, environment, healthcare, life science are covered. The list of topics spans all the areas of modern intelligent systems and computing. The publications within “Advances in Intelligent Systems and Computing” are primarily textbooks and proceedings of important conferences, symposia and congresses. They cover significant recent developments in the field, both of a foundational and applicable character. An important characteristic feature of the series is the short publication time and world-wide distribution. This permits a rapid and broad dissemination of research results.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.