200,464 research outputs found
Offline and online detection of damage using autoregressive models and artificial neural networks
Peer reviewedPostprin
A Framework for Developing Real-Time OLAP algorithm using Multi-core processing and GPU: Heterogeneous Computing
The overwhelmingly increasing amount of stored data has spurred researchers
seeking different methods in order to optimally take advantage of it which
mostly have faced a response time problem as a result of this enormous size of
data. Most of solutions have suggested materialization as a favourite solution.
However, such a solution cannot attain Real- Time answers anyhow. In this paper
we propose a framework illustrating the barriers and suggested solutions in the
way of achieving Real-Time OLAP answers that are significantly used in decision
support systems and data warehouses
Toward a user-oriented analytical approach to learning design
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design, and the critical relationships between them. As a decision tool, it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use Technology Enhanced Learning (TEL). This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs, and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with the lecturers
Towards a user oriented analytical approach to learning design
The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology‐enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions
The Neurocognitive Process of Digital Radicalization: A Theoretical Model and Analytical Framework
Recent studies suggest that empathy induced by narrative messages can effectively facilitate persuasion and reduce psychological reactance. Although limited, emerging research on the etiology of radical political behavior has begun to explore the role of narratives in shaping an individual’s beliefs, attitudes, and intentions that culminate in radicalization. The existing studies focus exclusively on the influence of narrative persuasion on an individual, but they overlook the necessity of empathy and that in the absence of empathy, persuasion is not salient. We argue that terrorist organizations are strategic in cultivating empathetic-persuasive messages using audiovisual materials, and disseminating their message within the digital medium. Therefore, in this paper we propose a theoretical model and analytical framework capable of helping us better understand the neurocognitive process of digital radicalization
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