Information technology and computer science programs: How do we relate?

In this panel session, the relationship between computer science programs and information technology programs at universities that house both will be explored. People outside the computing disciplines often find the distinction between these programs confusing. The panelists, who have experience with both types of program, will discuss strategies for differentiating the programs in the eyes of administrators, for advising students into the correct program, and for maintaining focus and excellence in both computer science and information technology programs

Hypermedia Learning Objects System - On the Way to a Semantic Educational Web

While eLearning systems become more and more popular in daily education, available applications lack opportunities to structure, annotate and manage their contents in a high-level fashion. General efforts to improve these deficits are taken by initiatives to define rich meta data sets and a semanticWeb layer. In the present paper we introduce Hylos, an online learning system. Hylos is based on a cellular eLearning Object (ELO) information model encapsulating meta data conforming to the LOM standard. Content management is provisioned on this semantic meta data level and allows for variable, dynamically adaptable access structures. Context aware multifunctional links permit a systematic navigation depending on the learners and didactic needs, thereby exploring the capabilities of the semantic web. Hylos is built upon the more general Multimedia Information Repository (MIR) and the MIR adaptive context linking environment (MIRaCLE), its linking extension. MIR is an open system supporting the standards XML, Corba and JNDI. Hylos benefits from manageable information structures, sophisticated access logic and high-level authoring tools like the ELO editor responsible for the semi-manual creation of meta data and WYSIWYG like content editing.Comment: 11 pages, 7 figure

Higher education institutions and international students’ hindrances: a case of students from the African Portuguese-speaking countries at two European Portuguese universities

We present a study to comprehend if the support given by higher education institution (HEI) to international students coming from the PortugueseSpeaking African Countries meets their academic and social hindrances. Our starting point was a set of semi-structured interviews focused on the perspectives of these students, their Professors and Course Directors as well as on the perspectives of HEI’ staff. Despite findings indicate a positive institutional support, it seems there is still much to do in order to do it properly with these students. These different perspectives will allow us to reflect on the impact that those actions/resources have on the path of students from Portuguese-Speaking African Countries and to systematize suggestions to enhance their experiences in HE.info:eu-repo/semantics/publishedVersio

Ohio State University Academic Plan Second-Year Report

Document contains 3 issues relating to the academic plan of The Ohio State University. Issues discussed include, academic highlights, areas of current focus and overall academic plan progress

Between the Information Economy and Student Recruitment: Present Conjuncture and Future Prospects

In university programs and curricula, in general we react to the need to meet market needs. We respond to market stimulus, or at least try to do so. Consider now an inverted view. Consider our data and perspectives in university programs as reflecting and indeed presaging economic trends. In this article I pursue this line of thinking. I show how various past events fit very well into this new view. I provide explanation for why some technology trends happened as they did, and why some current developments are important now.Comment: 18 pages, 4 figure

2016-2017 Annual Student Assessment Report

Annual Student Assessment Report produced by the SWOSU Assessment Cente

Using computer-mediated communication as a tool for mentoring to Latina/o sophomore college students

The sophomore year of college can be challenging for many students specifically Latina/o students. New initiatives are being created to increase Latina/o enrollment, retention, and completion of higher education with research indicating Latinas/os are successful academically when they had a mentor or perceived someone on campus cared about them. Mentoring programs use various tools to communicate, but computer-mediated communication (CMC) tools have not been examined in Latina/o peer mentoring relationships. The current research study examined secondary data to see if Latina/o sophomore college students in a peer mentoring program were academically successful when using CMC to communicate with their mentor. Results were mixed; more students used CMC than face-to-face when communicating with their mentor and those who used CMC had a higher chance of being retained, but GPA was not correlated to CMC use. Additional analysis revealed mentoring to have a significant impact on GPA when compared to non-mentored students