Principles of Citizen Science in Open Educational Projects Based on Open Data
A phenomenon of citizen science, its features and prospects are the topic of high actuality nowadays. And it seems to be natural, that citizen science and crowdsourcing techniques penetrate to such popular area as data science. This paper considers the questions about teaching data science and the areas, which borrow the techniques from data science. The review of learning outcomes, which may be gained from projects of citizen science, allows to propose educational data expeditions to be adopted into educational courses. Moreover, the paper represents the principles of citizen science as a mean of making a fully open educational project and to validate it as a learning tool.
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.
In the paper, the authors present open government expert monitoring and evaluation methodology designed according to the international experience in open government adoption. The methodology comprises and logically explains the relationship among open government principles, mechanisms, evaluation criteria and indicators. The methodology is tested by example of Russian federal public agencies. The authors use monitoring and evaluation results to formulate universal factors impeding effective adoption of open government principles and mechanisms worldwide. Among mechanisms of open government the authors consider reference groups, open data, social networks and citizens’ requests. Finally, the authors discuss further research directions enabling effective adoption of openness by governments in future.
This paper analyzes the development of forms and methods of interaction between government agencies and the experts’ community, public organizations, and citizens under the influence of a whole host of factors, including a transition to networked forms of administration; the production and exchange of big data; the dynamic development of information and communication technologies; and the development of the need for various interest groups, members of the mass media, and citizens to comment and influence government decision-making. The goal of the paper is to demonstrate that open government and increasing citizen activity is a two-way street. The paper uses the results of the monitoring by experts in 2014 of the implementation of principles and mechanisms of openness in federal executive agencies.
One of the paper’s tasks is to show that government bodies today face the extremely difficult challenge of not merely informing citizens about decisions that are made but also maintaining the smooth operation of mechanisms that are able, given the current level of social development, to ensure that the interests and expectations of as many stakeholders as possible are taken into account. The paper also analyzes issues related to streamlining the current mechanisms of openness.
The authors regard these technologies and mechanisms of openness and public participation in government administration as interconnected elements of a new, nascent model of public administration.
Active learning and formative assessment techniques are the cutting edge of the modern education. This paper considers peer assessment automation and touches the topic of high actuality in advancing ICT for active learning. The roots of the study are obtained difficulties in adoption of the currently available peer assessment systems to engineering education introductory courses. The main goal of the paper is to collect software requirements and to build a peer assessment system, which may be easily agreed with standard educational routines (e.g. e-mailing) and which is be able to support complex artifacts interchange during a peer assessment session. The software requirements specification (SRS) for such a system has been created as a result of reviewing educational studies, technical reports and academic publications on common peer assessment processes and existing peer assessment systems. We also introduce the open source Mail-based Randomized Double-Blinded Peer-assessment System for Complex Artifacts called PASCA, which is developed according to this SRS and the results of PASCA adoption to an introductory programming course.
The 6th International Conference on Theory and Practice of Electronic Governance, ICEGOV2012, was organized in Albany, New York, United States (US) from the 22nd to the 25th of October 2012, hosted by the Center for Technology in Government, University at Albany, State University of New York under the patronage of the United States National Archives and Record Administration. The ICEGOV (International Conference on Theory and Practice of Electronic Governance) series focuses on the use of technology to transform relationships between government and citizens, businesses, civil society and other arms of government (Electronic Governance).
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.