How can I learn more when I collaborate in a virtual group?

Learning in virtual groups has been a process studied and analysed long from multiple perspectives. However, the literature is scarce when we look for models to explain information problem solving skills in online collaboration. A descriptive model of cognitive skills involved in individual information problem solving while using internet information can be found in recent research. The purpose of this study was to find out what information problem solving skills (IPS) students apply when working collaboratively online, and secondly, to analyse what differentiates students who do well on their knowledge tests after collaboration, in relation to these IPS skills. We conducted a research with more than 40 students in 10 virtual groups to analyse the correlation between learning and IPS skills applied by students during an online task that lasted more than 4 weeks. Students completed a weekly self-report with actions related to IPS skills and time devoted to the collaborative task. Findings show that students applied more frequently the skill to check the communication (30%), secondly, read de information (22%), in the third place exchange information (20%), followed by write the information (15%), analyze the information (8%), and finally, search for information (5%). However, only three skills correlate with learning: information exchange, analysis of information and checking communication. Two of them (exchange and check) are collaborative skills and one of them (analysis) is an information problem-solving skill. The conclusions of this study may provide guidelines for instructors and students on ways to improve learning in online collaborative group work

A review of GIS-based information sharing systems

GIS-based information sharing systems have been implemented in many of England and Wales' Crime and Disorder Reduction Partnerships (CDRPs). The information sharing role of these systems is seen as being vital to help in the review of crime, disorder and misuse of drugs; to sustain strategic objectives, to monitor interventions and initiatives; and support action plans for service delivery. This evaluation into these systems aimed to identify the lessons learned from existing systems, identify how these systems can be best used to support the business functions of CDRPs, identify common weaknesses across the systems, and produce guidelines on how these systems should be further developed. At present there are in excess of 20 major systems distributed across England and Wales. This evaluation considered a representative sample of ten systems. To date, little documented evidence has been collected by the systems that demonstrate the direct impact they are having in reducing crime and disorder, and the misuse of drugs. All point to how they are contributing to more effective partnership working, but all systems must be encouraged to record how they are contributing to improving community safety. Demonstrating this impact will help them to assure their future role in their CDRPs. By reviewing the systems wholly, several key ingredients were identified that were evident in contributing to the effectiveness of these systems. These included the need for an effective partnership business model within which the system operates, and the generation of good quality multi-agency intelligence products from the system. In helping to determine the future development of GIS-based information sharing systems, four key community safety partnership business service functions have been identified that these systems can most effectively support. These functions support the performance review requirements of CDRPs, operate a problem solving scanning and analysis role, and offer an interface with the public. By following these business service functions as a template will provide for a more effective application of these systems nationally

Information practices of disaster preparedness professionals in multidisciplinary groups

OBJECTIVE: This article summarizes the results of a descriptive qualitative study addressing the question, what are the information practices of the various professionals involved in disaster preparedness? We present key results, but focus on issues of choice and adaptation of models and theories for the study. METHODS: Primary and secondary literature on theory and models of information behavior were consulted. Taylor's Information Use Environments (IUE) model, Institutional Theory, and Dervin's Sense-Making metatheory were used in the design of an open-ended interview schedule. Twelve individual face-to-face interviews were conducted with disaster professionals drawn from the Pennsylvania Preparedness Leadership Institute (PPLI) scholars. Taylor's Information Use Environments (IUE) model served as a preliminary coding framework for the transcribed interviews. RESULTS: Disaster professionals varied in their use of libraries, peer-reviewed literature, and information management techniques, but many practices were similar across professions, including heavy Internet and email use, satisficing, and preference for sources that are socially and physically accessible. CONCLUSIONS: The IUE model provided an excellent foundation for the coding scheme, but required modification to place the workplace in the larger social context of the current information society. It is not possible to confidently attribute all work-related information practices to professional culture. Differences in information practice observed may arise from professional training and organizational environment, while many similarities observed seem to arise from everyday information practices common to non-work settings

Beyond the Bubble: Technology and the Future of Student Assessment

Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction

The Effect of Inquiry Learning on the Academic Achievement and Bilingual Verbal Cognition of Young Bilingual Students

The issues that prompt this study are based on current research indicating the positive effects of inquiry learning on the cognitive development of children. The purpose of this case study was to understand the effects of inquiry learning on the academic achievement and bilingual verbal cognition of 5th grade bilingual students in a French/English dual immersion program. The treatment group of students completed research projects through a guided inquiry learning approach, while the control group experienced the traditional problem-solving research approach. Empirical findings reported a significant mean increase in mathematics achievement, bilingual verbal cognitive ability, higher motivation to learn and increased self-efficacy in the treatment versus the control group of students

The development of the digital teaching competence from a sociocultural approach

En la actualidad, la competencia digital docente trasciende de la formación individual del profesorado en materia TIC. El marco europeo DigCompEdu incide en que el profesorado tiene que capacitar al alumnado en la aplicación de las tecnologías digitales de forma crítica y responsable en cuanto a información, comunicación, generación de contenido, bienestar y resolución de problemas. Pese a las buenas intenciones para sistematizar un modelo común de desarrollo de la competencia digital, se detecta que las propuestas carecen de un enfoque pedagógico que sirva de base teórica de los mismos. Este trabajo propone un modelo de desarrollo de la competencia digital docente basado en el enfoque sociocultural mediante cuatro constructos: Dominio, Preferencia, Reintegración y Apropiación. Para ello, se elaboró una escala ad hoc para registrar la competencia digital docente a través del desarrollo de esta en sus estudiantes, aportando evidencias empíricas. Se plantea un diseño de tipo cuestionario. La muestra se compone de 1.881 estudiantes de educación obligatoria de Andalucía. Para el análisis de datos se utilizó SPSS. Los resultados promedios generales por cada una de las dimensiones estudiadas revelan un nivel medio de desarrollo de la competencia digital. Se concluye que aún existe mucho por hacer en cuanto a la formación del profesorado en materia TIC, siendo necesario facilitarles estrategias para el desarrollo de esta en sus estudiantes.Abstract Many Nowadays, digital teaching competence transcends the individual training of teachers in ICT. The European framework DigCompEdu, highlights that teachers must train students in the application of digital technologies in a critical and responsible way, in terms of information, communication, content generation, wellbeing and problem solving. Despite the good intentions to systematize a common model of development of digital competence, it is detected that the proposals lack a pedagogical approach that serves as a theoretical © COMUNICAR, 61 (2019-4); e-ISSN: 1988-3293; Preprint DOI: 10.3916/C61-2019-02 framework for them. This paper proposes a development model of the digital teaching competence based on the sociocultural approach through four constructs: Command, Preference, Reintegration and Appropriation. For this study, an ad hoc scale is created to record the digital teaching competence through the development of this in their students and empirical evidences are provided. A survey type design is proposed. The sample consists of 1,881 students of compulsory education in Andalusia (Spain). SPSS is used to analyse data. The average general results for each of the dimensions studied reveal a medium level of development of digital competence. It is concluded that there is still too much to be done in terms of teacher training in ICT, being necessary to provide them strategies for the development of this in their students

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

Knowledge-based Expressive Technologies within Cloud Computing Environments

Presented paper describes the development of comprehensive approach for knowledge processing within e-Sceince tasks. Considering the task solving within a simulation-driven approach a set of knowledge-based procedures for task definition and composite application processing can be identified. This procedures could be supported by the use of domain-specific knowledge being formalized and used for automation purpose. Within this work the developed conceptual and technological knowledge-based toolbox for complex multidisciplinary task solv-ing support is proposed. Using CLAVIRE cloud computing environment as a core platform a set of interconnected expressive technologies were developed.Comment: Proceedings of the 8th International Conference on Intelligent Systems and Knowledge Engineering (ISKE2013). 201

Decreasing Caregiver Stress

Stress is both critical and personal experience and has significant effects on caregivers’ physical, mental, and social well-being. The nature of caregiving and the responsibility to work and serve individuals at their illness conditions are very personal encounters that often result in adverse effects on the health and well-being of caregivers (Frederick, 2016). A decrease in stress experience can lead to the satisfaction of caregiver roles and improvement of patient’s quality of life (Choi, Jisun & Boyle, Diane, 2013; Yada, Nagata, & Inagaki, 2014). This scholarly project determined that evidence-based stress management interventions have decreased the perceived stress in caregivers. The scholarly project identified low levels of stress among research participants, and how evidence-based interventions decreased caregiver stress by increasing their knowledge and awareness of evidence-based stress management interventions. The results of this scholarly project agree with the literature that caregiver stress experience can be decreased through the implementation of evidence-based stress management interventions (Blom, Zarit, Groot Zwaaftink, Cuijpers, & Pot, 2013). It is significant to implement evidence-based stress management interventions to decrease perceived stress among caregivers