The development of an ontology model for early identification of children with specific learning disabilities

Ontology-based knowledge representation is explored in special education environment as not much attention has been given to the area of specific learning disabilities such as dyslexia, dysgraphia and dyscalculia. Therefore, this paper aims to capture the knowledge in special education domain, represent the knowledge using ontology-based approach and make it efficient for early identification of children who might have specific learning disabilities. In this paper, the step-by-step development process of the ontology is presented by following the five phases of ontological engineering approach, which consists of specification, conceptualization, formalization, implementation, and maintenance. The details of the ontological model’s content and structure is built and the applicability of the ontology for early identification and recommendation is demonstrated

DIGITAL APPLICATIONS IN ARCHAEOLOGICAL EDUCATION AND EXCAVATION TRAINING: THE DELTA COURSE

Despite the fact that over the last two decades there has been a considerable increase in the adoption of digital applications in archaeological excavations, the application of digital educational tools in the excavation training of Archaeology, students has not made commensurate progress. As a consequence, it is still difficult to integrate in Archaeology curricula the physical space of an archaeological excavation with that of the university classroom. The impact of the limited use of digital educational tools became even more apparent during the recent COVID-19 pandemic, which created serious problems in conducting face-to-face excavation training in both the classroom and the excavation site. Within this context, the integration of these two physical spaces through the digital “space” of online training is the main objective of project DELTA (Digital Excavation through Learning and Training in Archaeology), a transnational project funded in the context of Erasmus+/KA2 EU programme. Through the DELTA project, students of Archaeology will be able to improve their subject knowledge and develop digital and 21st century skills. This paper presents the results of the first phase of the DELTA project, during which we conducted extensive desk and field research aiming at recording the existing situation in the three countries regarding: (1) the use of digital applications in archaeological excavations, (2) current courses on excavation practices, methods and techniques and (3) the use of digital educational tools in such courses. By analysing the results from Internet search and a survey using online questionnaires, we present (a) the most recent trends in the university curricula of Archaeology, (b) the current level of digital skills and expertise of students and professionals and (c) the needs and expectations of students and professors regarding the use of digital applications in excavation and Archaeology education. The results of this research were particularly revealing, especially when comparing the situation between the three countries, but also when contrasting the existing digital skills and the aspirations of the various categories of responders (e.g. educational level, current position etc.). This research provided us with the necessary evidence for the design and development of a blended training course that combines the use of an online platform with face to face and on-site learning in a joint excavation; the ADDIE model was adapted in the course design. In addition, the online piloting of the course allowed participating Universities to discuss the level of integration of digital applications in Archaeology education and make suggestions for future actions, particularly within the context of the recent pandemic and the problems it created in students’ excavation training.Nonostante il fatto che negli ultimi due decenni ci sia stato un notevole aumento nell'adozione di applicazioni digitali negli scavi archeologici, l'applicazione di strumenti didattici digitali nella formazione degli studenti di Archeologia non ha fatto progressi commisurati. Di conseguenza, è ancora difficile integrare nei curricula di Archeologia lo spazio fisico di uno scavo archeologico con quello dell'aula universitaria. L'impatto dell'uso limitato degli strumenti didattici digitali è diventato ancora più evidente durante la recente pandemia COVID-19, che ha creato seri problemi nel condurre la formazione di scavo faccia a faccia sia in aula che sul sito di scavo. In questo contesto, l'integrazione di questi due spazi fisici attraverso lo "spazio" digitale della formazione online è l'obiettivo principale del progetto DELTA (Digital Excavation through Learning and Training in Archaeology), un progetto transnazionale finanziato nel contesto del programma europeo Erasmus+/KA2. Attraverso il progetto DELTA, gli studenti di Archeologia saranno in grado di migliorare la loro conoscenza della materia e sviluppare competenze digitali e del 21° secolo. Questo documento presenta i risultati della prima fase del progetto DELTA, durante la quale abbiamo condotto un'ampia ricerca a tavolino e sul campo con l'obiettivo di registrare la situazione esistente nei tre paesi per quanto riguarda: (1) l'uso di applicazioni digitali negli scavi archeologici, (2) i corsi attuali su pratiche, metodi e tecniche di scavo e (3) l'uso di strumenti didattici digitali in tali corsi. Analizzando i risultati di una ricerca su Internet e di un'indagine tramite questionari online, presentiamo (a) le tendenze più recenti nei curricula universitari di Archeologia, (b) l'attuale livello di abilità e competenze digitali di studenti e professionisti e (c) le esigenze e le aspettative di studenti e professori riguardo all'uso di applicazioni digitali nello scavo e nella formazione in Archeologia. I risultati di questa ricerca sono stati particolarmente rivelatori, soprattutto quando si confronta la situazione tra i tre paesi, ma anche quando si contrappongono le competenze digitali esistenti e le aspirazioni delle varie categorie di intervistati (ad esempio il livello di istruzione, la posizione attuale ecc.) Questa ricerca ci ha fornito le prove necessarie per la progettazione e lo sviluppo di un corso di formazione misto che combina l'uso di una piattaforma online con l'apprendimento faccia a faccia e sul posto in uno scavo congiunto; il modello ADDIE è stato adattato nella progettazione del corso. Inoltre, il pilotaggio online del corso ha permesso alle Università partecipanti di discutere il livello di integrazione delle applicazioni digitali nella formazione in Archeologia e di dare suggerimenti per azioni future, in particolare nel contesto della recente pandemia e dei problemi che ha creato nella formazione degli studenti allo scavo

Designing MOOC:a shared view on didactical principles

The innovative impact of the paper can be highlighted by the following statements: 1. Applying the Group Concept Mapping, a non-traditional and power research methodology for objectively identifying the shared vision of a group of experts on MOOC didactical principles. 2. Defining MOOC didactical principles and their operationalisations in more concrete guidelines. 3. Formulating suggestions for combining xMOOC and cMOOC.Supported by European Commission, DG EAC, under the Erasmus+ Programm

LMS DESIGN INTERVENTIONS FORENHANCING THE INTENTION TO CONTINUE USE

Learners, according to the literature, believe that the use of a Learning Management System increases self-regulated behaviour, but even so, a significant number of them have no positive intention to use one. The goal of this thesis is to investigate this mismatch and to propose and test the use of Perceived Learning Self-regulation and Perceived Cognitive Absorption as predictors of the intention to use an LMS and to design and test interventions that improve the Continued Intention to Use an LMS that enhances Perceived Learning Self-Regulation and Perceived Cognitive Absorption. Three intervention tools were designed on a theoretical basis and then implemented: herd behaviour was the basis for Tracking Technology, goal setting was the basis for Visualised Competency, and social learning theory was the basis for Social Media. The intervention designs were based on data from interviews, focus group discussions and online collaboration with 10 teachers. They were implemented on a computer science module with 400 registered students. Two questionnaires were circulated to examine the effects of these interventions on the PLSR, PCA and CIU (151 students) and assess their opinions (149 students). All three interventions increased students' perceived cognitive absorption and perceived learning self-regulation and increased their continued intention to use a learning management system. Moreover, perceived cognitive absorption was found to be a critical antecedent to perceived learning self-regulation, which plays a mediating role between perceived cognitive absorption and their continued intention to use a learning management system. The survey analysis reported a positive perception overall among the students of the proposed interventions and the LMS with the given technology. Interaction analysis showed the continuous and consistent use of the intervention by the learners. The main contribution to knowledge here is a new framework for interventions that can improve students perceived cognitive absorption and thereby their continued intention to use an LMS. This research integrated the theories of experience flow, self-regulation, herd behaviour and goal setting to explain the potential effects of tracking technology, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the continued intention to use a learning management system. According to the Information System Success Model, positive attitudes and the perception of benefits can be significant predictors of the intention to use a certain technology. Thus, Perceived Learning Self-Regulation and Perceived Cognitive Absorption were used to propose predictors of students’ continued intention to use a learning management system, instead of their perception of and attitude to possible benefits. For this reason, the present research aimed to develop a framework that introduced, evaluated, and examined the impact of interventions on improving learners perceived cognitive absorption and perceived learning self-regulation as well as affecting learners’ continued intention to use in LMS. To fulfil this aim, the main research question was, “How to improve students’ Continued Intention to Use (CIU) an LMS by improving their perceived learning self-regulation and perceived cognitive absorption?” The results suggest that all interventions had a significant effect on the perceived cognitive absorption, perceived learning self-regulation and continue intention to use the LMS. perceived cognitive absorption was found to be a critical antecedent to the perceived learning self-regulation, which plays the mediating role between perceived cognitive absorption and continue intention to use LMS. The survey analysis also reported overall positive perceptions among students of the use of these interventions and the LMS with the technology. By using interaction analysis, the intervention showed continuous and consistent use among learners. The main contribution to knowledge, as noted above, is a new framework to propose interventions that can improve the perceived cognitive absorption, and in turn, the continue intention to use can be improved. This research integrated experience flow, self-regulation, herd behaviour and goal-setting theories to explain the potential effects of the tracking tool, visualised competency, and social media on the perceived learning self-regulation and perceived cognitive absorption, which improved the learners continue intention to use learning management system