8,442 research outputs found
A mixed digital / physical snapshot of early internet / web usage in New Zealand
We are in the early stages of developing a unique physical and digital record of New Zealand's early experience of the Internet
Digital communities: context for leading learning into the future?
In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model
A review of the evidence on the use of ICT in the Early Years Foundation Stage
This report reviewed existing evidence on the potential of technology to support the development of educational policy and practice in the context of the Early Years Foundation Stage. Reference is made to the use of ICT by young children from aged birth to five years and its potential impacts, positive and negative on their cognitive, social, emotional educational, visual and physical development
JISC Preservation of Web Resources (PoWR) Handbook
Handbook of Web Preservation produced by the JISC-PoWR project which ran from April to November 2008.
The handbook specifically addresses digital preservation issues that are relevant to the UK HE/FE web management communityâ.
The project was undertaken jointly by UKOLN at the University of Bath and ULCC Digital Archives department
Recommended from our members
Models for online, open, flexible and technology enhanced higher education across the globe â a comparative analysis
Digital technology has become near ubiquitous in many countries today or is on a path to reach this state in the near future. Across the globe the share of internet users, for instance, has jumped in the last ten years. In Europe most countries have a share of internet users near to or above 90% in 2016 (last year available for international comparisons), in China the current share is 53%, but this has grown from just 16% in 2007, even in Ethiopia the share has grown from 0.4% to 15.4% in the same period (data from ITU). At the same time expectations of widespread adoption of digital solutions in higher education have been rising. In 2017 the New Media Consortiumâs Horizon Report predicted that adaptive learning would take less than a year to be widely adopted (Adams Becker et al., 2017). And projects such as âVirtually Inspiredâ are showcasing creative examples of how new technologies are already being harnessed to improve the quality of teaching and learning. Furthermore, discussion of the United Nationsâ Sustainable Development Goals emphasise the key potentials that digital technology holds for achieving the goals for education in 2030 (UNESCO, 2017).
These developments lead university and college leadership to the question of how they should position their institution. What type of digitalisation initiatives can be found practice beyond best practices and future potentials? This is the question that this study attempts to answer. It sets out to analyse how higher education providers from across the world are harnessing digitalisation to improve teaching and learning and learner support and to identify emerging types of practice. For this, it focuses on the dimensions of flexibility of provision (in terms of time, place and pace) and openness of provision (in terms of who has access to learning and support and who is involved in the design of learning provision), as both of these dimensions can significantly benefit from integration of digital solutions.
The method of information collation used by the study was a global survey of higher education institutions (HEIs) covering all world continents, more than thirty countries and 69 cases. The survey found that nearly three-quarters of all HEIs have at least one strategic focus and typologies were developed based on this analysis to group HEIs with similar strategic focuses.
Overall, the findings suggest that most higher education providers are just at the beginning of developing comprehensive strategies for harnessing digitalisation. For this reason, the authors of this study believe that providers can benefit from the outcomes of this studyâs research, as it can be used by university and college leadership for benchmarking similarities and differences and for cooperative peer learning between institutions. The database of cases and the guidelines for reviewing current strategies, which accompany this study, aim to facilitate this learning and evaluation process
Developing New Indicators To Describe Digital Technology Infrastructure In Primary And Secondary Education
Provides sets of metrics for describing digital technology provision in primary and secondary education (schools and beyond) based on analysis of the literature and testing against a range of vignettes representing a wide range of settings in 'developing world' contexts
Metadata enrichment for digital heritage: users as co-creators
This paper espouses the concept of metadata enrichment through an expert and user-focused approach to metadata creation and management. To this end, it is argued the Web 2.0 paradigm enables users to be proactive metadata creators. As Shirky (2008, p.47) argues Web 2.0âs social tools enable âaction by loosely structured groups, operating without managerial direction and outside the profit motiveâ. Lagoze (2010, p. 37) advises, âthe participatory nature of Web 2.0 should not be dismissed as just a popular phenomenon [or fad]â. Carletti (2016) proposes a participatory digital cultural heritage approach where Web 2.0 approaches such as crowdsourcing can be sued to enrich digital cultural objects. It is argued that âheritage crowdsourcing, community-centred projects or other forms of public participationâ. On the other hand, the new collaborative approaches of Web 2.0 neither negate nor replace contemporary standards-based metadata approaches. Hence, this paper proposes a mixed metadata approach where user created metadata augments expert-created metadata and vice versa. The metadata creation process no longer remains to be the sole prerogative of the metadata expert. The Web 2.0 collaborative environment would now allow users to participate in both adding and re-using metadata. The case of expert-created (standards-based, top-down) and user-generated metadata (socially-constructed, bottom-up) approach to metadata are complementary rather than mutually-exclusive. The two approaches are often mistakenly considered as dichotomies, albeit incorrectly (Gruber, 2007; Wright, 2007) .
This paper espouses the importance of enriching digital information objects with descriptions pertaining the about-ness of information objects. Such richness and diversity of description, it is argued, could chiefly be achieved by involving users in the metadata creation process. This paper presents the importance of the paradigm of metadata enriching and metadata filtering for the cultural heritage domain. Metadata enriching states that a priori metadata that is instantiated and granularly structured by metadata experts is continually enriched through socially-constructed (post-hoc) metadata, whereby users are pro-actively engaged in co-creating metadata. The principle also states that metadata that is enriched is also contextually and semantically linked and openly accessible. In addition, metadata filtering states that metadata resulting from implementing the principle of enriching should be displayed for users in line with their needs and convenience. In both enriching and filtering, users should be considered as prosumers, resulting in what is called collective metadata intelligence
Exploring age-related patterns in internet access: Insights from a secondary analysis of New Zealand survey data
About thirty years ago, when the Internet started to be commercialised,
access to the medium became a topic of research and debate. Up-to-date evidence
about key predictors, such age, is crucial because of the Internet's
ever-changing nature and the challenges associated with gaining access to it.
This paper aims to give an overview of New Zealand's Internet access trends and
how they relate to age. It is based on secondary analysis of data from a larger
online panel survey with 1,001 adult respondents. The Chi-square test of
independence and Cramer's V were used in the analysis. The study provides new
evidence to understand the digital divide. Specifically, it uncovers a growing
disparity in the quality of Internet connectivity. Even though fibre is the
most common type of broadband connection at home, older adults are less likely
to have it and more likely to use wireless broadband, which is a slower
connection type. Additionally, a sizable majority of people in all age
categories have favourable opinions on the Internet. Interestingly, this was
more prevalent among older people, although they report an increased concern
about the security of their personal information online. The implications of
the results are discussed and some directions for future research are proposed.Comment: 15 pages, 5 table
- âŠ